Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson

Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.

The Applications of Computer-Mediated Communication (CMC) in Collaborative Writing and Its Implications for Classroom Teaching

There is no doubt that CMC can play an irreplaceable role in language teaching classrooms especially in collaborative writing in that it can create a boundless space and situation through some programs in which the process of writing can be fully explored by both teachers and students in terms of different types of interaction,either asynchronously or synchronously.This,in a sense,may never be achieved in a traditional language teaching classroom.However,it does not mean the less importance of teachers’ role in the class.On the contrary,rather than taking teachers’ place in the classroom,the integration of CMC to writing class will bring new challenges and demands to the qualification of language instructors.

The Characteristics of Preschool Children’s Collaborative Problem Solving:A Discourse Analysis in Project-Based Learning

Considered a crucial skill in the 21st century,collaborative problem solving(CPS)has been an essential development task for preschool children.This study analyzes preschool children’s discourse in the project-based learning(PBL)process and presents the following findings.Firstly,in the collaborative dimension,the frequency of children’s discourse on establishing and maintaining shared understanding(U)and taking appropriate action to solve the problem(A)is relatively high,while that on establishing and maintaining team organization(O)is relatively low.Secondly,in the problem solving dimension,the frequency of children’s discourse on planning and executing(P&E)is the highest,while that on monitoring and reflecting(M&R)is the lowest.Thirdly,in terms of turn taking patterns,self-selection accounts for a significantly higher proportion than allocation and continuation.Overall,preschool children’s CPS is characterized by loose collaboration and multilinear problem solving.They are usually keener to strive for opportunities to express their views but lack attention to others’speeches.At the same time,they can constantly come up with new problem solving plans and actions but rarely reflect on their feasibility and actual effects.In addition to children’s collaborative role,teachers’intervention can also impact the CPS processes.Therefore,teachers are recommended to provide children with opportunities for CPS and strengthen monitoring,guidance,and support in children’s CPS processes to facilitate better child engagement in CPS.

Transformation of traditional vocabulary exercises into collaborative writing activity

In the reading course, especially the so-called intensive reading course or integrative English reading course, there are some vocabulary exercises which intend to consolidate the active vocabulary emerging in the reading passages. Mostly, these exercises are in the form of blank-filling or rewriting sentences with the words given. The problem with such exercises lies in the de-contextualization of the sentences. On the one hand, without the proper context, it is not easy for students to fill in the blanks, even though they know the meanings of the words. To finish the exercises, most students have to resort to the teacher＇s reference book for help. On the other hand, students will forget the words soon after they have finished the exercises for lack of the context to aid their recalling of the vocabulary. The author therefore finds that doing such exercises in class is unproductive and time-consuming. In order to solve this problem and make the vocabulary exercises more productive, the author attempts to reform the traditional exercises by transforming them into collaborative writing activities. Students are required to work in groups to write a short passage with the words given. After a 2-year practice, the author has concluded that the collaborative writing activities not only help students learn to use the words in a discourse, but also offer the opportunity to learn interdependently and help each other. Students have learnt to negotiate meanings in the course of the activity, which is a necessary skill in their daily life. Moreover, they have learnt to monitor their production in the course of revision and edition.

Facilitating learning together in Iranian context： Three collaborative oral feedback models in EFL writing classes

Peer response activities take place in different modes, and the different modes affect the roles participants play. These modes can be written, oral, or a combination of both. The purpose of this study is to see how teacher-response, peer-response, and a combination of both in oral mode can be effective in accomplishing the learning/teaching goals of both the students and the teachers in a collaborative Iranian setting to achieve this goal, the researcher chose 60 students as the eligible members of the sample participating in this study. The participants--15 males and 45 females--were all Iranian Persian native speakers aged between 22 and 25 majoring in English translation at university level. They were assigned to three homogeneous groups based on the obtained scores on Oxford Placement Test and a sample paragraph on a given topic, emphasizing the expository genre. They covered five topics in a sequence of ten written texts--before and after receiving feedback--over a 15-week semester. All the written tasks were collected and scored analytically to track any improvement and assay the effects of different feedback sources on students＇ writing performances. The results revealed that： First, oral feedback had a significant effect on students＇ revised drafts and students incorporated the comments provided by the teacher, peers, or both in the process of draft editing; Second, of the three feedback sources the students benefited from teacher＇s feedback more than peers＇ feedback; and finally, the collaborative oral feedback model had a significant effect on students＇ writing. In addition, this method provided a practical foreign-language-learning experience for the Iranian students to share their common linguistic goals and gave a new sense to collaborative learning tasks in EFL writing classes.

Approaches to Teaching English Writing in College based on Collaborative Learning in the Network Milieu

The teaching process of English writing in the colleges can be carried out with more effective and innovative approaches in the network milieu,and the concept of collaborative learning can also become the basic teaching philosophy of English writing.The teaching conditions of English writing in some colleges and universities were analyzed.In general,the overall teaching conditions suffer from many deficiencies,which become the aspects for developing English writing teaching activities based on collaborative learning in the network milieu.Achieving the teaching outcomes of either collaborative English writing or English writing on the basis of collaborative learning is not easy.This paper will analyze the difficulty of college English writing teaching based on collaborative learning in the network milieu,and put forward specific suggestions for teaching.

The Contrary Effect of Collaborative Writing on ESL Students＇ Vocabulary Acquisition

Writing task is an integral part of education in ESL （English as a Second Language） at the foundation level. It has been observed that foundation level 3 students of Arab Open University have an insufficient knowledge of vocabulary which is reflected on their writing, as their usage of vocabulary is confined to a number of limited common words. This research explores the effect of collaborative writing on students＇ vocabulary acquisition. All the writing tasks were related to educational topics in order to provide students with the lexical items related to the same subject. This study took place in one of the foundation level 3 classes at Arab Open University, Oman branch. Fourteen anonymous Arab students for whom English is considered as the second language participated in this study. All students are in the intermediate level of English language proficiency. For each writing task, five collocations were selected to be taught in the class over a period of five weeks. The achieved outcomes revealed contrary results to the previous studies that had shown the effective impact of collaborative writing. This study has discussed the contrary impact of collaborative writing on improving the learners＇ vocabulary acquisition in addition to the challenges students faced during collaborative writing task. Finally, this research provides recommendations for the effective collaborative writing in the foundation students＇ language proficiency.

A Study of the Efficacy of the Teacher's Guidance to Collaborative Writing in Non-English Major Class

The present study aimed at examining the effectiveness of the teacher's guidance to collaborative writing in non-English major class.Subjects were 150 Chinese freshmen from two natural classes which served as an experimental class(88 students) and a control class(62 students) at a normal college.Data of the present study was collected from two questionnaires,two CET-4 writing tests,students' written comments on collaborative writing in the post-questionnaire.Data were analyzed by SPSS(Statistics Package for Social Science) 11.5 in which CET holistic grading was used to analyze students' writing performance of pre-test,post-test.Statistic results indicated that the teacher's guidance to collaborative writing does influence students' writing performance.In addition,qualitative analysis showed that students in the two classes had their respectively positive perceptions towards collaborative writing with different guidance of the same teacher.

Application of WeChat Group in Collaborative Writing among English Major Students

The last decade has witnessed the great advancement of modern communicative technologies making it possible to con-duct learning and teaching on line with different kinds of Apps.W echat Group is popular and free instant messaging software,in which group members can share kinds of information.Its distinctive features can meet the needs of on-line collaborative learning.Based on quantitative research,this article aims to prove its feasibility as well as its challenges in collaborative writing among Eng-lish major students.

Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach:A Dialectical Research

Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.

Changes in Argumentation Performance:Effects of Teacher-Student Collaborative Assessment

This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment(TSCA)and trained peer review assessment(TPRA).Dependent variables include occurrence of structural elements of the simplified Toulmin model,and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements.Eighty-one sophomore English majors from TSCA group(n=41)and TPRA group(n=40)were asked to construct two argumentative essays at both the beginning and the end of the semester.The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data.Additionally,the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim,rebuttal claim and rebuttal data.

协作写作对中国英语学习者写作质量和二语学习的影响

本文基于社会文化理论中的最近发展区,通过对比合写文本与独立写作文本的差异探究协作写作对英语专业本科生写作质量的影响,同时通过半结构化访谈和反思日志探究协作写作对二语学习的作用。研究发现,合写文本在词汇复杂性、语言准确性和写作质量方面具有显著优势,但两者句法复杂性和语言流利性不存在显著差异。质性结果显示,协作写作可以促进二语学习,这是因为学生在合作过程中可以为彼此搭建支架,相互交流和学习,但同伴间的分歧、任务和时间分配的不合理、知识储备不足会阻碍语言的发展。研究有望对英语写作教学提供新的视角与教学模式。

线上线下同步课堂教学技术方法研究

针对线上和线下同步开展课堂教学的需求以及线下教学场地硬件条件的特点,设计一种在Wi-Fi网络环境下基于手写平板电脑,使用同屏软件的多屏协同授课及电子板书技术方法。该技术方法实现了大规模线下课堂授课和通过腾讯会议等平台开展线上教学的实时同步功能,在具有Wi-Fi网络和投影大屏的线下教室里均可开展同步教学,简便易行,较好地解决了因疫情等特殊原因造成的部分学生无法参加线下课堂教学的实际困难,具有一定推广价值。

CDIO理念下的研究生学术英语写作教学模式设计与实践

针对当前研究生学术英语写作教学无法满足国际学术交流需求的现状,设计并实践了基于CDIO理念的研究生学术英语写作双师协同教学模式。CDIO理念源于工程教育,强调构思、设计、实施和运作4个阶段,该研究将其引入语言教学,以促进不同学科知识的融合与教学资源的优化。研究以K大学为例,研制了CDIO教学模式。在实施过程中,将学术论文写作教学划分为确定研究选题、研究方案设计、论文撰写和研究成果推广4个阶段,分别对应CDIO理念的4个阶段,并围绕这4个阶段设计了相应的教学活动。教学实践对象为K大学2021级非英语专业硕士研究生,通过前期调查、CDIO教学模式实施和教学效果评估3个阶段进行。结果显示:参与该模式的研究生在选题、文献综述、研究设计、语言组织、成果推广等方面的能力得到了显著提升。然而,实践中也发现了一些问题,如学生学习动机的多样性、专用学术英语体裁的多样性、双师协同的广度限制等。研究结果表明,CDIO教学模式在提升研究生学术英语写作能力方面具有明显效果,有助于推动跨学科融合教学,优化师资配备和教学设计。未来研究可进一步探讨学习动机、班级设置、学科文化等因素对CDIO教学模式实施效果的影响,以及与其他教学模式的对比试验研究。

地方综合性大学师范生语言文字能力培养问题与对策

语言文字能力是师范专业大学生的核心能力之一。地方综合性大学师范专业大学生语言文字能力的培养,要深刻理解新形势下高校语言文字工作的创新要求与新时代区域教育人才的需求。面对地方综合性大学师范教育的发展相对式微,人才培养理念、体系与人才需求端缺乏必要的呼应协同,师范专业大学生语言文字能力培养未能从专业语言的职业性和实践性出发,缺少从知识迁移到能力形成的必要内容环节和有效路径的现实困境,应从理念更新、思维革新、模式创新三个维度认识和确立培养方向;面向教育人才需求,践行新理念,实施新方法,引入新内容,创设以师范生职业胜任力为核心的学科交叉融合、产教协同发展的语言文字能力培养新模式。

A Visiting Scholar Report of the Writing Center at the University of Kansas

This article introduces the Writing Center of the University of Kansas on levels of administration, training, hiring and practicing.

基于TSCA的“大学英语写作”混合式课程改革探析

传统“大学英语写作”课程以教师评价为主,对于提高学生写作水平、写作课程参与度及积极性收效甚微。有鉴于此,基于Peerceptiv互评网络平台,构建基于师生合作互评的“大学英语写作”混合教学模式,以12名非英语专业大一学生为实践对象,践行“学生中心,产出导向,持续改进”的教学理念。研究表明,混合教学模式下学生互评加教师评价能显著助推不同水平学生提升英语写作能力,提升学生参与度和收获感,凸显学生主体作用,规避了传统英语写作课程“填鸭式”“满堂灌”教学的弊端,减轻了教师的批改负担,提高了教学效率,实现了“以评促学,以评促教”的“评、教、学”的有机融合。研究结果以期对“大学英语写作”教学模式改革提供可资借鉴之处。

协同视角下高中英语读后续写教学实践

读后续写是高考英语的写作题型之一,也是高中英语教学的重点内容,能有效促进学生英语知识的运用能力。协同视角下的高中英语读后续写教学应从故事情节、语言风格和情感态度方面入手,帮助学生将阅读中获取的信息准确且合乎逻辑地应用于续写中,做到以读促写,提升学生的综合语言运用能力。

Effects of Online English Movie Reviews on Improving Students' Writing

This study aims to study the effectiveness of online English movie reviews for improving university students’English writing in China.English movie reviews can be profitably undertaken to improve university students’writing ability by reading English movie reviews online,discussing topics related to English movie reviews and writing English movie reviews collaboratively.University students have easy access to English movie reviews massively available on the Internet,which renders it possible and feasible for English teachers to use them to improve students’English writing.Online English movie reviews provide students with enough input of model texts,hence they can acquire some appropriate expressions before writing within a short period of time.In addition,discussion on English movie reviews through Emails and QQ platform can activate students’critical thinking to stimulate their original ideas for English movie review writing.Writing English movie reviews collaboratively with the help of Internet can develop students’confidence in writing because of peer feedback and less pressure.

Some Knacks of Evaluating Students' Writing

It is acknowledged that teachers' instruction and guidance play an important role in students' improvements of schooling. A number of teachers, however, regard effectively responding to students' papers as a touchy issue. In order to address this problem, this essay will review some of the major studies on teachers' response to students' writing in a historical way and, from these studies, some beneficial methods will be suggested, such as a process approach, collaborative ways of writing and motivational techniques.