The Research on Cross-Cultural Critical Thinking in English Teaching: A Pedagogical Paradigm Within the Ideological and Political Course Framework

The conflation of linguistic competencies with ideological and political educational paradigms presents unique opportunities and challenges for English language teaching(ELT)in our increasingly interconnected world.This research seeks to address the role of cross-cultural critical thinking within the landscape of English pedagogy,framed by the imperatives of ideological and political education.Employing a multi-method approach,including thematic content analysis and action research,the study proposes a pedagogical model designed to integrate transcultural discourse and ideologically reflective practices into the conventional ELT curriculum.This paper argues for a reimagined approach to teaching English that encourages students to engage with diverse cultural perspectives and develop a nuanced understanding of global issues.

Language Assessment Feedback Towards Pedagogical Conversational Agent

Continuous development of technology provides an opportunity to incorporate feedback in online assessments.The mode of online instruction during the pandemic was the most significant survival change.Technology enabled every teacher and student to enter a virtual classroom to make sense of education.Feedback is part of language instruction and is a powerful key to improving students’learning performance.Feedback plays an influential and crucial role in teaching and learning.Feedback is an invaluable,ultimate learning tool for learners that aids them in not committing the same error again and creates impetus.Thus,knowing about formative exam feedback is students’right because quality feedback allures them.Given students’eagerness,providing feedback is considered a good practice to be followed by all the teaching faculty.Apropos of online feedback,the present study attempts to study how pedagogical agents provide online feedback in language assessments.The study also considers the characteristics of pedagogical conversational agents that are suitable for providing feedback in online language assessment.Simply put,the study encapsulates that screen agents play an essential role in students’motivation and acceptability of learning through feedback.

A Study on the Pedagogical Application of Chinese New Year Culture in International Chinese Language Education

Culture teaching is an inseparable part of International Chinese Language Education,and it has great significance in international Chinese language teaching.Students can enhance their interest in Chinese language learning and improve their learning effect through understanding the excellent traditional Chinese culture,at the same time,culture teaching can help to disseminate the Chinese culture and promote the development of a multicultural world.Taking the teaching of Chinese New Year culture as an example,we analyze the current teaching materials involving Chinese New Year culture with high popularity and acceptance,put forward effective teaching methods matching the feasibility of teaching Chinese New Year culture,and then present the specific teaching design of Chinese New Year culture,in order to provide references for the teaching of culture in International Chinese Language Education.

An Affective-Motivational Interface for a Pedagogical Agent

This research is framed within the affective computing, which explains the importance of emotions in human cognition (decision making, perception, interaction and human intelligence). Applying this approach to a pedagogical agent is an essential part to enhance the effectiveness of the teaching-learning process of an intelligent learning system. This work focuses on the design of the inference engine that will give life to the interface, where the latter is represented by a pedagogical agent. The inference engine is based on an affective-motivational model. This model is implemented by using artificial intelligence technique called fuzzy cognitive maps.

Evaluating Pedagogical Quality of Learning Activities Using Fuzzy Evaluation Mappings: The Case of Pedagogical Games of Mathematical Proof

This paper introduces a conceptual framework for developing pedagogical games of mathematical proof (PGMP) designed to help non-STEM students learn mathematical reasoning in a playful manner and without “fear”. Within the constructivist learning paradigm it develops an in-class learning activity where social science students learn the concept of mathematical deduction playfully using toys to construct tables from which formal proofs of propositions are derived without calculations. A PGMP pedagogy quality assurance evaluation method based on fuzzy evaluation mappings capturing learning effectiveness, learning efficiency, and learning satisfaction is introduced. Our results from an in-class experiment show that pedagogical games of mathematical proof help non-STEM students to effectively engage with mathematical reasoning playfully. The results are consistent according to a quality assurance consistency index.

Second Language Vocabulary Acquisition through Extensive Reading:Pedagogical Implications of Vocabulary Research

A great deal of L2 vocabulary is indeed learned through extensive reading,which could contribute to solving the beginner's paradox.In extensive reading,the vast majority of vocabulary can be learned gradually through repeated exposures in various discourse contexts.Direct instruction of vocabulary cannot possibly account for the vast growth of students'vocabulary.Consequently,teachers should promote extensive reading because it can lead to greater vocabulary growth than any program of explicit instruction alone ever could.Make sure that students should be preoccupied with relevant background knowledge and have great interest in chosen materials.In this paper,the technique of semi-extensive reading is also developed to help learners balance contextual guessing with dictionary use.Furthermore,at the end of this paper,some pedagogical implications are also given.

Pedagogical Translation and Senior English Language Teaching

Translation, as a teaching strategy, has been playing an important part in the practice of foreign language teaching and learning. This article tries to study the relationship between pedagogical translation and English language teaching(senior high school students), and I will focus on three questions. What is pedagogical translation? How is it be applied to senior English teaching? And why is it important for English language teaching?

The Relationship between Language and Culture and its Pedagogical Implications

According to Brown's theory, culture plays an important role in language learning and teaching. This paper mainly analyzes the relationship between language and culture, and then gives some pedagogical implications.

Pedagogical Strategies for Task-Based Vocabulary Acquisition

Vocabulary has been the most difficult part language learners encounter in the process of their language learning and their daily communication. Nevertheless vocabulary teaching and learning has not been given due importance and has become the bottleneck in college English instruction although it is central to language learning. Task-based Instruction Approach, noted for its advanced methodology in facilitating vocabulary learning and teaching, is introduced in the vocabulary teaching implementation in this paper. By analyzing the theoretical basis and features of Task-based Instruction Approach, the author puts forward strategies for vocabulary teaching and learning as well as principles in task design with the aim of improving leamers＇ vocabulary acquiring competence and language competence, fostering learners＇ emotional and cognitive development, and at the same time providing insights into culture of English language

（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

The Role of Globalization in Formation of Pedagogical Communication

The article is commonly about the impact of globalization on participants of pedagogical process in the condition of communication. The globalization leaves its tracks in separate spheres of the educational system as well as it impacts all spheres of modern life. The relation between a teacher and a student differs with its peculiarity in the contemporary life. A pupil or a student differs totally in classifying the information gained in his activity. A modem student demonstrates a special attitude to everyday events and gets an independent position. Such reality demands the teacher of the day to have a very high practice; the necessity of contemporary training in the process of training-education can be marked as the appearance of globalization. It occurs as a demand for globalization as well. All these items after being analyzed bring some conclusions.

Intelligent Interfaces: Pedagogical Agents and Virtual Humans

Little by little, we are entering the new era, intelligent interfaces are absorbing us more and more every day, and artificial intelligence makes its presence in a stealthy way. Virtual humans that represent an evolution of autonomous virtual agents;they are computer programs and in the future capable of carrying out different activities in certain environments. They will give the illusion of being human;they will have a body, and they will be immersed in an environment. They will have a set of senses that will allow them: 1) Sensations and therefore associated expressions;2) Communication;3) Learning;4) Remembering events, among others. By integrating the above, they will have a personality and autonomy, so they will be able to plan with respect to objectives;allowing them to decide and take actions with their body, in other words, they will count on awareness. The applications will be focused on environments that they will inhabit, or as interfaces that will interact with other systems. The application domains will be multiple;one of them being education. This article shows the design of OANNA like an avatar with the role of pedagogical agent. It was modeled as an affective-cognitive structure related to the teaching-learning process linked to a pedagogical agent that represents the interface of an artilect. OANNA, has the necessary animations for intervention within the teaching-learning process.

Pedagogical Insights Found in The Analects

This essay tries to uncover and interpret Confucius’s educational philosophy as embodied in The Analects and its implications for today’s college education in hopes that it may provide higher educational institutions and teachers with some insights into their teaching practices to help improve their teaching quality.

Comparison between SLA and FLA and its Pedagogical Implications

A distinction between two terms: SLA (second language acquisition) and FLA (foreign language acquisition) has been made with the purpose of clarifying these two related terms and providing pedagogical implications into EFLT (English as a foreign language teaching) in China. Three aspects have been taken into consideration to reveal the differences between SLA and FLA, namely the learning context, motivation and cultural perspectives.

Pedagogical Tasks for Developing Learners' Speaking Fluency in Chinese Senior High Schools

In this essay, the author explains and analyses the background and speaking criteria in Chinese senior high schools.This essay aims to put forward a series of pedagogical tasks about one topic that are designed to develop learners' speaking fluency by implanting lexical chunks and 4/3/2 technique to help learners improve speaking fluency in Chinese senior high schools.

Pedagogical Implications of China English and Chinese English

Owing to the differences between China English and Chinese English and the role China English plays in current era of a rising China,the introduction of China English into English language classroom should be considered as a new teaching con cept to meet the eagerness of pushing China to the world.

A Probe Into CLT Pedagogical Implications for English Majors in China's Mainland： A Holistic Educational Paradigm

Notwithstanding the tremendous progress of foreign language teaching （FLT） and foreign language education （FLE） in China's Mainland, there still remain large-scale margins as reflective argumentation on the issue of methodology, pedagogy, and educational paradigm to probe into. Among each respective margin concerning this FLT and FLE, this paper deepens the aspects of methodological approach of communicative language teaching （CLT） and holistic educational paradigm. Furthermore, this paper elaborates the current dominant teaching status and makes discussion on the topic of harmony between English teaching and using, taking Basic English course for English majors in China's Mainland as the case study.

Artificial Intelligence-Enhanced Learning:A New Paradigm in the“Business Data Analysis and Application”Course

This paper explores the transformative impact of generative artificial intelligence(AI)on the“Business Data Analysis and Application”course in the post-2023 era,marking a significant paradigm shift in educational methodologies.It investigates how generative AI reshapes teaching and learning dynamics,enhancing the processing of complex data sets and nurturing critical thinking skills.The study highlights the role of AI in fostering dynamic,personalized,and adaptive learning experiences,addressing the evolving pedagogical needs of the business sector.Key challenges,including equitable access,academic integrity,and ethical considerations such as data privacy and algorithmic bias,are thoroughly examined.The research reveals that the integration of generative AI aligns with current professional demands,equipping students with cutting-edge AI tools,and tailoring learning to individual needs through real-time feedback mechanisms.The study concludes that the incorporation of generative AI into this course signifies a substantial evolution in educational approaches,offering profound implications for student learning and professional development.

Local Weather Events:Stories of Pedagogical Practice as Possible Cultures of Exploration

Purpose:This article aims to describe and discuss what local weather landscapes mean to children and how weather implies exploring bodily sensations and capabilities.It does so by following the work of a community artist,working as a kindergarten teacher,over 1 year.Design/Approach/Methods:Through a narrative inquiry approach,which also includes studies of archival data and field notes,we analyze how local and personally experienced weather events imply what we call“cultures of exploration”in institutional practices.The epistemologies cross the specter of cultural–historical,pragmatic,and deep ecological philosophy.Findings:Through this study,we exemplify how experiencing weather is intertwined into pedagogical practices like habituating the body to cope with cold and wet weather,learning about danger in a wild natural landscape,and valuing species as a powerful practice.The descriptions exemplify“cultures of exploration”as a pedagogical approach.Originality/Value:In this time of an increasing climate crisis on our planet,the value of our findings is to foreground new insights,awareness,and knowledge relevant to children;to early-childhood education;and to life and societies at large.We can thus develop methods to better care for,protect,and educate children.This article has the potential to show how weather events are intertwined with everyday institutional practices—as well as how children,through exploration,learn to cope with seasonal weather landscapes and local cultural adaptations.