依据建构主义理论探索大学英语网络教学模式

提出了结合信息技术,整合课堂教学、自主学习、第二课堂的大学英语网络教学模式。借助网络平台,教师在课堂教学中作为知识传授者的身份逐渐弱化,作为课堂活动组织者的作用日益凸显,课堂教学之外,教师更成为学生自主学习和英语课外活动的监督者和指导者。采用这种网络化的教学模式有利于在大学英语教学中实践建构主义学习理论、提高学生语言应用能力和自主学习能力。     

Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs

This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative methodologies that are more effective and enjoyable can be implemented into vocabulary teaching. In this particular context, there seems to be a lack of technology integration in vocabulary teaching because of teachers being untrained and/or not provided with the necessary technology. The aim of this study was to foster vocabulary development through the implementation of Vine vocabulary videos in English vocabulary learning. An embedded mixed methods design was employed to collect necessary data for analysis. The results of the post‐test revealed that the practice of Vine vocabulary videos was effective and improved participants' vocabulary. The content analysis of the semi‐structured interviews carried out with participants indicated that they had enjoyed the whole process and found it very motivating and effective. This study claims that adopting smartphones into a vocabulary course will enable English as a foreign language learners to expand and consolidate their vocabulary learning outside the classroom, engage them in a collaborative learning environment, practice and use the language being learnt and share their knowledge and experiences with their peers.     

Applying a multimedia storytelling website in foreign language learning

Storytelling is a practical and powerful teaching tool, especially for language learning. Teachers in language classrooms, however, may hesitate to incorporate storytelling into language instruction because of an already overloaded curriculum. English foreign language (EFL) teachers in Taiwan report additional problems such as having little prior experience with integrating storytelling into language teaching, locating appropriate stories, and lacking the cultural and language abilities to handle storytelling in English. On the other hand, researchers have demonstrated successful usages of computer and network-assisted English learning. The researchers in this study have developed a multimedia Storytelling Website to study how web-based technology can assist overcoming the obstacles mentioned above. The website contains an accounts administration module, multimedia story composing module, and story re-playing module. In order to demonstrate the effectiveness of this Website in significantly facilitating teacher’s storytelling and children’s story recall processes in EFL classrooms, it was implemented in one elementary school to test its effectiveness in instruction and in resultant student learning. The results of the study support the significance and the education value of the multimedia Storytelling Website on EFL teaching and learning. If such a Website can be applied within elementary EFL classrooms, the quality of teaching and learning can be improved and students’ enjoyment and success in EFL learning may increase.     

Mobile English learning: An evidence-based study with fifth graders

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo. The third group received the same treatment as the second but, as an extension, was allowed to take the mobile application home for a fortnight. A pre- and a posttest were conducted to measure the individual change in mastery of a set of targeted English words. The results showed that the group which took the mobile phone home improved the most. However, when the additional learning time, spent apart from school, of this third group was controlled for, the superior performance of the group disappeared. The results indicate that students are motivated to use the application in their spare time and that this benefits their learning. The conclusion is that formal school learning can be augmented by learning in an informal context, away from school.     

Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to be easily established with a minimal amount of equipments that includes a personal computer, a webcam, and a projector. The learning activities comprise six stages, holding specific tasks and learning objectives. Each stage is designed with a distinct device. These devices, including a conical cap, a pistol, a searchlight, a magnet, and a spray paint can, are designed to improve the accuracy of detection as well as to increase student enjoyment during the learning process. Furthermore, the system consists of five functional modules, such as providing an interface for teachers to incorporate appropriate learning materials according to their specific teaching requirements. An empirical study is conducted to examine the effects of the use of the PILE system by comparing two different types of English learning methods with 60 second-grade students from two classes at an elementary school in Taiwan. Four different tests are used to assess the different aspects of the system: an English learning achievement test, a questionnaire assessing students’ learning motivation, a Short Feedback Questionnaire (SFQ), and a teacher interview. The results of students’ English learning achievement tests show that there was a significant difference between the pretest and the posttest in the experimental group, as well as between the two groups in the delayed test. These results demonstrate that the system had a significantly beneficial effect on students’ long-term learning. The results from the questionnaires on students’ learning motivation and the SFQ reveal that the system enhanced the students’ learning motivation. The results gained from the teacher’s interview illustrate that the teacher believed this system was beneficial in assisting English learning. All findings collectively demonstrate that the proposed PILE system effectively assist English learning in a classroom environment.     

A study of high school English teachers’ behavior,concerns and beliefs in integrating information technology into English instruction

This study investigates the current trends and patterns of teachers’ concerns and teaching behavior with respect to technology integration. The following concerns of English teachers are addressed: teaching practice, perceive barriers of technology integration in the English instruction and the technology deployed in the classroom. Participants in this study were 332 junior and senior high school English teachers from Taipei and Kaohsiung Cities. The study found that despite pressure on schools to increase the application of technology, the adoption of teaching and learning practices using new technologies has been limited in terms of teachers’ SoCQ (The Stages of Concerns Questionnaire), their teaching behavior as well as their use of technology. Teachers’ concerns are generally oriented toward Personal and informational issues. English teachers’ technology-mediated English teaching behaviors are modest, and most teachers used technology to prepare their teaching activities instead of structuring higher levels of usage. As identified in the literature, higher levels of computer training, computer literacy, well-supported school environment, creative teaching practices and positive beliefs about technology integration among teachers result in higher task intensity, impact concerns and more technology-mediated teaching behaviors in the classroom. In terms of the difficulties affecting teachers’ technology integration into English instruction, this study identified significant relationships between first and second-order barriers. Implications for teachers’ technology integration are proposed.     

计算机网络环境下大学英语教学研究

本文针对如何利用好现有网络资源,创建适应于当前学生需求的大学英语教学网络环境.探讨了一些建构方法,对新模式下计算机与外语课程整合中存在的一些问题加以探讨并提出相应的建议,指出教师只有从根本上改变教学观念,树立计算机与课程整合的意识,外语教学才会朝着个性化、自主式学习的方向发展,并通过在实际教学中的应用初步证实了其实效性.     

LAMPS: A sketch recognition-based teaching tool for Mandarin Phonetic Symbols I

The non-Romanized Mandarin Phonetic Symbols I (MPS1) system is a highly advantageous phonetic system for native English users studying Chinese Mandarin to learn, yet its steep initial learning curve discourages language programs to instead adopt Romanized phonetic systems. Computer-assisted language instruction (CALI) can greatly reduce this learning curve, in order to enable students to sooner benefit from the long-term advantages presented in MPS1 usage during the course of Chinese Mandarin study. Unfortunately, the technologies surrounding existing online handwriting recognition algorithms and CALI applications are insufficient in providing a “dynamic” counterpart to traditional paper-based workbooks employed in the classroom setting. In this paper, we describe our sketch recognition-based LAMPS system for teaching MPS1 by emulating the naturalness and realism of paper-based workbooks, while extending their functionality with human instructor-level critique and assessment at an automated level.     

Wireless sensors application in smart English classroom design based on artificial intelligent system

In the traditional intelligent English classroom teaching, the efficiency of students' learning is often affected by many external environments, such as the influence of learning environment, the influence of students' own condition, and the influence of teachers' teaching mode. In view of these problems, we propose a wireless sensor network technology intelligent teacher management system, which can reduce the influence of the above factors on students' learning efficiency and improve students' learning efficiency. Make students more focused on learning. The system can monitor the state of students through wireless sensors. When the students are in bad condition, the system can adopt certain measures to enhance the enthusiasm of students. At the same time, the state of students and the state of the classroom will be recorded in the internal background system, the system managers can timely monitor the state of students and teachers, and give some guidance and feedback to students and teachers. This learning system is based on machine-free learning and sensor development. It can adjust the classroom environment to suitable conditions and make students more motivated to learn. Teachers can also have a more stable play, will not cause waste of classroom time and attention loss and other phenomena. When students feel tired or sleepy in class, the management system can also actively remind students. Observing the students' state at all times in the traditional classroom will lead to the teacher's distraction, but the teacher has to observe the students' state while lecturing. This may affect teachers and affect their teaching level, and the use of this automated classroom detection technology can solve such problems. Machine learning is to improve the calculation method through various experiences, which is also a problem in the field of artificial intelligence.     

线上线下混合模式教学在《英语影视与文化》课程中的应用

作为教育教学实施创新的一种模式,线上线下混合式教学给大学英语教学改革的深化带来机遇,同时也带来很大的挑战。从概念和发展趋势看,混合式教学正从线上学习与线下课堂教学的简单叠加走向线上的教与学的与线下的教与学深度融合。在大学英语拓展课《英语影视与文化》的教学过程中实施混合模式,需进一步探讨如何深层次进行线上和线下的混合,以优化课程的教学效果,提高教学效率。     

虚拟现实技术在大学英语口语教学中的应用

众所周知,语言的教与学必须在一定的环境中进行。在科学技术突飞猛进的今天,基于虚拟现实技术的语言环境对现代的语言教学起了举足轻重的作用。本文首先对虚拟现实技术的内涵进行概括性的介绍,然后根据大学英语口语教学的内容,提出当前利用虚拟现实技术进行课堂口语教学和课外口语学习的设想。     

基于 MVC 的 web 与 Android 双模式在线教学平台的研究与设计

随着教育的深入发展,学生对知识的获取方式不仅仅限于课堂、主流网络教育平台,碎片化学习、随时随地学习需求日趋凸显。基于这种现状,本文将智能移动操作系统Android与主流web结合,设计了基于MVC的双模式学习平台,使得学生方便地获取各种教学资源和进行教学互动。这种模式使得系统耦合度低,可移植性、可扩展性强,安全性好,具有很好的发展前景,能够很好的满足目前学生的学习需求。     

Vocabulary learning by mobile‐assisted authentic content creation and social meaning‐making: two case studies

In recent years, we have witnessed the concomitant rise of communicative and contextualized approaches as well as the paradigmatic development of the mobile‐assisted language learning (MALL) framework in analysing language learning. The focus of MALL research has gradually shifted from content‐based (delivery of learning content through mobile devices) to design‐oriented (authentic and/or social mobile learning activities) study. In this paper, we present two novel case studies of MALL that emphasize learner‐created content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the mobile devices assigned to them on a one‐to‐one basis to take photos in real‐life contexts so as to construct sentences with the newly acquired prepositions or idioms. Subsequently, the learners were voraciously engaged in classroom or online discussion of their semantic constructions, thereby enhancing their understanding of the proper usage of the prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience.     

Communication with users: insights from second language acquisition

The paper addresses the question of how an English language user interface will be understood by users from different linguistic and cultural backgrounds and provides some answers from the study of second language acquisition and the practice of language teaching and learning. It is accepted that for a number of reasons, translation of an English interface into other languages is not always feasible or appropriate. Existing knowledge of language learning problems and solutions can be applied to the design of English language interfaces so that they are more accessible to non-native speakers. The present article categorises language-related problems, gives examples in each category, and provides a set of guidelines. The conclusion reached is that making word collocations and co-occurrences visible and available is the key to building in sufficient verbal context for understanding—a measure which will also be helpful to native speakers of English.     

Reading between the code: the teaching of HTML and the displacement of writing instruction

The introduction of hypertext markup language (HTML) into the composition classroom often complicates traditional text-bound assignments. The process of incorporating HTML codes into writing can be frustrating because HTML is difficult to learn. More time spent learning coding skills may mean less time spent learning other writing skills. In many ways, learning HTML is like learning a second language. Unlike other pedagogical tools, though, HTML seems to blur the lines of our discipline. It turns the traditional composition course into a hybrid language/writing/computer course. This reshaping displaces traditional writing activities with technology-based instruction, thus challenging the notion of what constitutes appropriate curricular content within the composition classroom. This curricular change necessitates political action on the part of technology-focused teachers, for instance the establishment of new types of teaching collaboratives and the rethinking of departmental policies.     

Design and development of a location-based mobile learning system to facilitate English learning

Rapid technological developments along with the popularity of the Internet and mobile devices in recent years have allowed learners to undertake learning outside the confines of the physical classroom and immerse themselves in actual locations and situations. This has led to a proliferation of research in this field together with the design and development that integrate the use of mobile devices, allowing students to undertake mobile context-aware learning. In this study, 64 Taiwanese tertiary students evaluated a learning system about plants in the English language. This location-based mobile learning system to facilitate English learning was based on mobile context-aware learning and related theories. The analysis, design, development, implementation, and evaluation model was used for the system development. Analysis of users’ requirements indicated that the majority of subjects preferred teaching materials with text and images presented on web pages on mobile devices, and that the user interface should be simple. Feedback from the evaluation of the system included suggestions to improve the maps, words, and images provided, as well as the sensing range of the global positioning system. In addition, providing forum feedback and an audio guide may be strategies to enhance users’ experience of using the system. After modifications, the final product was a fully functional system for learning about plants in English. Mobile learning is the future developmental trend in the field of education. It is anticipated that the design and development of the proposed system will serve as a reference for other researchers and future developments in mobile learning systems.     

汇编语言程序设计双语教学探索

在总结汇编语言程序设计课程双语教学实践的基础上,本文对计算机专业课程的双语教学可行性进行了讨论,对教材遴选、课堂教学方法以及实验教学措施进行了研究。教学效果表明,计算机专业课程采用双语教学提高了学生直接使用英语学习专业知识的能力,有利于计算机学科教育与国际接轨。     

A moderate constructivist e-learning instructional model evaluated on computer specialists

This paper presents a novel instructional model for e-learning and an evaluation study to determine the effectiveness of this model for teaching Java language programming to information technology specialists working for the Spanish Public Administration. This is a general-purpose model that combines objectivist and constructivist learning theories and is based on the concept of learning objective. The purpose of the evaluation study is to find out whether the results of using this distance learning instructional model to teach this subject are comparable to learning in a traditional face-to-face classroom, with the plus of eliminating travel and maintenance expenses of the public servants attending the course and also saving time. The learners, selected at random to participate in this study, were divided into three groups depending on the type of teaching/learning they received: traditional classroom, distance learning with virtualized course contents and distance learning based on the proposed instructional model. The results indicate that the grades and satisfaction levels were similar for learners taught using the proposed instructional model and learners taught in the traditional classroom. Moreover, they were substantially better than for distance learning with virtualized contents, although the mean course learning time is greater.     

高职英语教学与教师现代信息技术素养培养

随着当今科技的飞速发展,现代信息技术早已深入社会生活的方方面面,当然,信息技术的应用也在教育教学方面日益发挥着无可替代的作用。在如今的高职英语课堂中,老师是运用信息技术的主导者,合理使信息技术与与高职英语教学相融合,通过利用信息技术转变教学模式来提升教学效率,已成为目前改革教育方式的主流。所以,提高高职英语教学水平,加强对高职英语教师的信息技术素养的培养,是提高教学水平的关键。