A Study on the Application of Peer Feedback among EFL Students in Blended Teaching

Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.

Influencing Factors of Communicative Language Teaching:A Student Perspective from English Majors

Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.

A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

This study had the purpose of testingtwo methods for teaching grammar in Englishasa Foreign Language(EFL)class:the deductive and inductive approaches in terms of effectiveness and rapport.This research was conducted in a public high school in Ecuador.Seventy students enrolled in the second year of senior high school participated.One in-service teacher taught the EFL classes during the process of intervention(10 weeks),and two EFL teachers observed all of these classes and recorded the information by filling in observation sheets.The students were administered grammar pretests and post-tests in order to assess their grammar knowledge.The results of the tests showed a significant difference in the scores in favor of the inductive approach.After the statistical analysis of the data obtained from the tests and observation sheets,we concluded that the inductive approach is more effective for teaching grammar in the EFL classroom in terms of instruction and rapport.

On Critical Thinking Skill Cultivation in EFL Teaching

Critical thinking has been recognized internationally as an essential skill for high-quality talents.This article analyzes what the experimental researches on cultivating critical thinking skills in EFL teaching have achieved and identifies the three weaknesses to be addressed in the future.Firstly,there are divergences among scholars on the concept and subskills of critical thinking.Secondly,the teaching modes and methods explored by the experimental researches are more personalized than systematic,which reduces their application and guidance value.Thirdly,the reliability and validity of the experiments need to be improved,and the cultivation practices tend to improve the critical thinking skills of some students,without considering the differences among students,especially the students with relatively poor language proficiency.

Rethinking on Matching Teachers' Teaching Styles with Students' Learning Styles in ESL/EFL Classrooms

Teaching styles and learning styles play important parts in ESL/EFL classrooms. However, is it necessary for language teachers to match their teaching styles with their students' learning styles?Is it feasible for the teachers to match their teaching styles to every individual student's learning styles?Because of the incompatible learning and teaching styles, suggestions on how to deal with the difficulties in the matching of these two styles will be given.

Popular Presumptions and their Fallacies in Teaching ESL Writing： Reflections on my First-year Experience as an English Writing Teacher

This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching he held at the outset of the course and the problems he encountered during the course, and critically points out fallacies and dangers rooted in the presumptions, arguing that without conscious understanding of them, inexperienced writing teachers could be trapped and end up in a failure of teaching. The author therefore highlights some new developments of ESL writing and their significance for the situation in China, and proposes an integrated approach for the green ESL teachers to create leaner-centered L2 writing ：classes in their own classroom practice.

Teaching English in the song of music：Toward a systemic framework for using English songs in EFL teaching

Guided by dialectical systemic thinking, this paper proposes a systemic framework for using English songs in EFL teaching. It first provides the philosophical, linguistic, psychological, pedagogical, and empirical bases for such an approach, then outlines the major processes in selecting and preparing English songs in lesson planning, and demonstrates the main procedures and aspects of using songs in classroom activities. It argues that the application of this approach will immediately stimulate the learners＇ interest in EFL learning and enhance the efficiency of EFL teaching.

ESL学习者与EFL学习者逻辑连词使用对比分析——基于ICNALE书面语语料库的研究

本研究调查了非母语英语学习者在书面语中使用逻辑连词的情况,重点比较了ESL学习者和EFL学习者的差异,并分析了影响逻辑连词使用的因素。研究结果表明,ESL学习者更善于运用复杂逻辑连词,而EFL学习者更倾向于使用简单逻辑连词。此外,ESL学习者更常用逻辑连词表达因果关系,而EFL学习者更多地使用逻辑连词表示转折和对比等关系。影响逻辑连词使用的因素包括年龄、学历和英语水平。研究结果有助于英语教师更好地了解学习者实际需求,改进教学方法,促进跨文化交流和语言习得水平的提高。

Pragmatics and Its Significant Implications on EFL Teaching

Based on pragmatics theories, this article will discuss its application and put forward the implications of pragmatics on EFL teaching.

EFL Teaching Guided by Krashen's Hypotheses in Second Language Acquisition Theory

Based on discussion of the second language acquisition theories,the thesis aims at improving foreign language teaching,and states the implications on our teaching ideas,and what we teachers should do in our EFL practice.

The Role of Cultural Factors in Chinese non-English Majors' EFL Learning and Teaching

This article aims at the discussion of cultural interferences in foreign language teaching and learning for Chinese non-English majors. It also calls for more attention from teachers, textbook compilers, and students themselves.

A Literature Review on Exploring Effective Flipped Classroom Strategies in College ESL Teaching

Flipped classroom has been widely recognized as an innovative and effective instructional approach by educators and researchers.In the paper,the author did a series of researches on ESL flipped classroom teaching literature and made a related literature review on its application in college ESL teaching,aiming to explore more relevant effective strategies that can promote college ESL teaching and learning effect authentically.Besides,the review can also provide some research reference for college ESL educators.

On Application of Integrated-skill Pedagogy in College EFL Teaching

The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

A Study on the improvement strategies to Effectiveness of Online Teaching and Learning in EFL Classes in College

English online learning has been common trend in the world, how to teach and learn effectively in EFL classes through online environment is an urgent study. The purpose of the study to analyze the factors of affecting the effectiveness of online teaching and learning in EFL classes in college. We build up a three-dimensional model in the perspective of teacher, learner and technology. And we propose the strategies of improving the effectiveness of online teaching and learning in EFL classes in college in the dimensions of teacher, learner and technology.

What Type of Teacher Leadership Function Effectively in ESL/EFL Classrooms?

Based on the comparison of different teacher leaderships at present, this article elaborated how the transformational teacher lead ership functions effectively in ESL/EFL classrooms. With the discussion of the prerequisites and the characteristics of the transformational teacher leadership, the writer also described how teachers could achieve this leadership in their classrooms and bring impact on student self-awareness, self-development, and their learning success.

Teaching Writing to EFL/ESP Arab Learners： A Socioculturally Based Approach

Teaching writing to Arab EFL learners in general, and to students who have never been exposed to an Anglo-Saxon foreign language in particular in institutions of higher education, through incorporating culturally meaningful learning materials, can actually be enjoyable and fruitful. However, it can also be very challenging given the sociocultural and linguistic background of the learners as well as other factors related to the nature of the imported teaching materials from overseas. The challenge then is identifying and selecting materials for each particular class, as well as how to get students motivated and successfully engaged in the process of writing. This paper enlightens educators and language programs managers and planners about the mechanism of the writing process while incorporating the cultural components relevant to the learner, as well as drawing their attention to the benefits of engaging students in the actual process of writing and boosting their motivation via a meaningful socioculturally based approach.

Strategies to Promote Intercultural Communicative Competence in EFL Teaching

With the acceleration of globalization and internationalization, the demand for multilingual speakers is urgent, which promotes the development of foreign language teaching and learning especially English. Consequently, the English as a Foreign Language （EFL） teaching is paid great attention to in China. Many previous studies show the connection of EFL teaching and teachers＇ intercultural communicative competence （ICC）. Although it is presumed that teachers＇ ICC at this stage is a prerequisite to raise students＇ ICC, the specific strategies to promote teachers＇ intercultural skills in EFL teaching have not yet been empirically demonstrated. The goal of the present study is to put forward some specific strategies to promote teachers＇ ICC in EFL teaching. Two cases including interview and teaching plans, were administered in high school teachers. Sample analysis demonstrated teachers＇ current problems in ICC and in Chinese EFL teaching as well as the necessity for teachers to acquire the specific teaching strategies. These findings seem to suggest that specific strategies are indeed essential to promote teachers＇ ICC in EFL teaching.

An Empirical Study of Learner-Based Teaching in EFL

This paper gives a detailed annlysis of the learner-based teaching in EFL （English as a Foreign Language）. It deals with how we arrive at learner-based teaching, what is the role of teachers and the textbooks, and the advantages and potential problems of learner-based teaching in EFL. The main principle in learner-based teaching is that all class activities can be done in using information that the learners themselves bring into the class. What is novel about learner-based teaching is the idea that all activities can be based on that wealth of experience, their grammar exercises, or translations, etc.. In learner-based teaching, we should know how to help students to teach themselves in learning English. In using a learner-based approach, the learners themselves are responsible for the information input, thereby ensuring its relevance and topicality for each particular group. The basic procedure has two stages First, learners prepare materials which are designed to practice. Second, these materials are passed to other learners in the class who carry out the activities. In this way, students obtain valuable language practice, not only while they are using the materials, but also while they are preparing them as well.