Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show...Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show that her productive construction of the third space is marked by a transformation from a reticent student to an open thought sharer and her claim of a legitimate ownership of using English as a global language. A split is exposed between her newly acquired English rhetorical conventions and her deeply rooted perceptions in the Chinese context. It is suggested by the study that EFL learners be provided greater opportunities to explore language as both a linguistic system and a sociocultural practice where they can exercise their agency and expand the range of identities.展开更多
At the level of the reading of contemporary literature, value identity in China is facing unprecedented challenges, particularly in the new century. New groups of writers and new writing styles are constantly springin...At the level of the reading of contemporary literature, value identity in China is facing unprecedented challenges, particularly in the new century. New groups of writers and new writing styles are constantly springing up and existing theoretical criticism has been attacked and torn apart, with the result that it has often lost its voice. With the rapid growth of online literature, the influence of non-mainstream literature in the domain of literary reading and consumption is increasing. Consequently, the above-mentioned problem is evolving into a new contradiction, i.e. a lack of mutual understanding and tolerance with regard to reading. In the past decade, an enormous number of novels have come out online, falling into over twenty categories. This paper takes into account both chronology and type of writing in selecting for review ten outstanding works of different genres from the last decade, stressing the aesthetic qualities and distinctive styles that differentiate them from their print counterparts.展开更多
This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed...This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...展开更多
The emergence of online literature has changed not only the ecology of literary composition and the form of existence of literary texts, but also the modes of dissemination, interpretation and criticism of literature....The emergence of online literature has changed not only the ecology of literary composition and the form of existence of literary texts, but also the modes of dissemination, interpretation and criticism of literature. It also substantially challenges the survival and development of traditional literature. In the course of its development over the past decade, four obvious problems have been highlighted in practice and theoretical research： simple equation of the technological features of the Internet with the features of online literature, misconceptions about online literature, inability to distinguish between the basic traits of online and traditional writing and inability to understand the fundamental theoretical differences between online literary texts and traditional literature.展开更多
Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China...Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China＇s Ministry of Education on the use of technology-enhanced formative assessment in the classroom. Initial pilot-study results from nine elementary schools and three junior high schools showed positive writing gains with the experimental group and revealed that students became more motivated and autonomous and tended to write and revise more, and teachers switched their roles from spoon-feeding to that of a supporter and facilitator.展开更多
文摘Drawing on in-depth interviews with a Chinese EFL learner, this qualitative study explores her identity changes throughout her engagement in the third space-the online intercultural writing exchange. The findings show that her productive construction of the third space is marked by a transformation from a reticent student to an open thought sharer and her claim of a legitimate ownership of using English as a global language. A split is exposed between her newly acquired English rhetorical conventions and her deeply rooted perceptions in the Chinese context. It is suggested by the study that EFL learners be provided greater opportunities to explore language as both a linguistic system and a sociocultural practice where they can exercise their agency and expand the range of identities.
文摘At the level of the reading of contemporary literature, value identity in China is facing unprecedented challenges, particularly in the new century. New groups of writers and new writing styles are constantly springing up and existing theoretical criticism has been attacked and torn apart, with the result that it has often lost its voice. With the rapid growth of online literature, the influence of non-mainstream literature in the domain of literary reading and consumption is increasing. Consequently, the above-mentioned problem is evolving into a new contradiction, i.e. a lack of mutual understanding and tolerance with regard to reading. In the past decade, an enormous number of novels have come out online, falling into over twenty categories. This paper takes into account both chronology and type of writing in selecting for review ten outstanding works of different genres from the last decade, stressing the aesthetic qualities and distinctive styles that differentiate them from their print counterparts.
文摘This study investigated how students used peer assessments in synchronous learning network (SLN) to assess each other s writing. It focused on examining the frequency and styles of various techniques students employed while assessing each others writing and student response to assessing each other s writing in a SLN context. The findings indicated that these students received many assessments during each peer assessment activity. They preferred to use assessing techniques of less critical types, and had po...
文摘The emergence of online literature has changed not only the ecology of literary composition and the form of existence of literary texts, but also the modes of dissemination, interpretation and criticism of literature. It also substantially challenges the survival and development of traditional literature. In the course of its development over the past decade, four obvious problems have been highlighted in practice and theoretical research： simple equation of the technological features of the Internet with the features of online literature, misconceptions about online literature, inability to distinguish between the basic traits of online and traditional writing and inability to understand the fundamental theoretical differences between online literary texts and traditional literature.
基金a part of the Ministry of Education Key National Education Sciences Planning research project (2009-2012)(Grant number GFA097005)
文摘Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China＇s Ministry of Education on the use of technology-enhanced formative assessment in the classroom. Initial pilot-study results from nine elementary schools and three junior high schools showed positive writing gains with the experimental group and revealed that students became more motivated and autonomous and tended to write and revise more, and teachers switched their roles from spoon-feeding to that of a supporter and facilitator.
