Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the readi...Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the reading section of the First Certificate of English exam （FCER） in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, hut also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners＇ performance in the FCER.展开更多
The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evalua...The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.展开更多
文摘Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language （EFL） learners＇ performance on the reading section of the First Certificate of English exam （FCER） in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, hut also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners＇ performance in the FCER.
基金funded by a key MoE project titled "Using Automated Writing Assessment in China EFL Classrooms"(Project number:GFA097005)
文摘The research is designed to examine current teaching practices and perceptions of elementary and secondary school language teachers so as to inform the design of a large-scale project on AWE （Automated Writing Evaluation） application in the Chinese classroom. The data indicated that teachers were confident in their computer use and understood formative assessment notions and their role in technology-enhanced teaching and learning. However, concerns were raised on the writing rubrics interpretation, the pedagogy on integrating AWE into teaching, and the suitability of the whole English software to Chinese learners. Solutions and suggestions were discussed. Sample lesson plans, pedagogy training and technical support were considered necessary for the participating teachers.
