Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on le...Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.展开更多
In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as s...In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.展开更多
This paper reports a case study of an EFL student＇s English language learning through the Internet. It draws on a larger longitudinal study of six Chinese university students＇ critical web literacy practices, and fo...This paper reports a case study of an EFL student＇s English language learning through the Internet. It draws on a larger longitudinal study of six Chinese university students＇ critical web literacy practices, and focuses on one of the participants, Tao. Using interviews as the primary data source, the study explored how the student engaged in daily online literacy practices, and how he utilized digital media and open resources to learn English autonomously. The findings suggest that the Internet and digital media were his major tools for learning English. Tao＇s web literacy practices were connected to his identity construction and the development of critical thinking skills in the use of both English and Chinese. This paper raises questions about Chinese university students＇ autonomy in their digital literacy development and the learning of English in the digital age of globalization.展开更多
文摘Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.
文摘In recent years, learner autonomy has become a popular interest of many linguists and educators. Self and peer assessment, as one of its applications, has undergone considerable research. However, little research as such has been carried out in the ELT (English Language Teaching) context in China. This paper investigates the extent to which Chinese college students can self and peer assess their EFL (English as a Foreign Language) writing performances as accurately as the teacher does. The accuracy of assessment was measured in terms of scorer reliability between self/peer assessment of 52 first-year non-English majors and three tutors' assessment. It was found that the reliability of self and peer assessment was 0.432 and 0.202 respectively; self assessors have an overall tendency to overrate themselves while peer assessors are vice versa; specifically, both self assessors and peer assessors tend to overrate low performances and underrate high performances.
文摘This paper reports a case study of an EFL student＇s English language learning through the Internet. It draws on a larger longitudinal study of six Chinese university students＇ critical web literacy practices, and focuses on one of the participants, Tao. Using interviews as the primary data source, the study explored how the student engaged in daily online literacy practices, and how he utilized digital media and open resources to learn English autonomously. The findings suggest that the Internet and digital media were his major tools for learning English. Tao＇s web literacy practices were connected to his identity construction and the development of critical thinking skills in the use of both English and Chinese. This paper raises questions about Chinese university students＇ autonomy in their digital literacy development and the learning of English in the digital age of globalization.
