Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level
Affiliation(s)
1 School of Foreign Studies, Yangtze University, Jingzhou, China. 2 Paotong Elementary School, Wuhan, China.
1 School of Foreign Studies, Yangtze University, Jingzhou, China. 2 Paotong Elementary School, Wuhan, China.
ABSTRACT
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory English instruction method for EG did a better job in enhancing students’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory English instruction method for EG did a better job in enhancing students’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.
KEYWORDS
Internet-Based Language Laboratory, Intensive Reading, Non-English-Majored Graduate Students, Level
Internet-Based Language Laboratory, Intensive Reading, Non-English-Majored Graduate Students, Level
Cite this paper
Lou, Y. and Xu, P. (2015) Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level. Creative Education, 6, 1610-1615. doi: 10.4236/ce.2015.614162.
Lou, Y. and Xu, P. (2015) Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level. Creative Education, 6, 1610-1615. doi: 10.4236/ce.2015.614162.
References
[1] Liu, L., & Jia, G. (1998). The Multimedia Mix of College English Intensive Reading. Foreign Language Teaching, 71, 13-18. [2] Ustatia, M. K., & Ismail, I. S. (2013). Challenges Faced by Malaysian Polytechnic English Lecturersin Utilizing Digital Language Lab. Procedia—Social and Behavioral Sciences, 90, 365-373.
http://dx.doi.org/10.1016/j.sbspro.2013.07.104 [3] Önkaú, N. A. (2009). Poetry Teaching in Laboratory Setting. Procedia Social and Behavioral Sciences, 1, 590-595.
http://dx.doi.org/10.1016/j.sbspro.2009.01.106 [4] Shen, J. (1999). Learner Anxiety and Computer-Assisted Writing. CALL EJ3 (2).
http://www.lerc.ritsumei.ac.jp/callej [5] Sullivan, N. (1993). Teaching Writing on a Computer Network. TESOL Journal, 34-35. [6] Wang, Y. W., Wu, L. G., & Sun, D. X. (2003) Integrating CALL in Teaching Intensive Reading at Graduate Level. Teaching English in China, 26, 101-107. [7] Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31, 51-71. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/S0261444800012970 [8] Yi, L., & Gao, X.-Y. (2011). Practice of Autonomous Learning Mode under the Language Laboratory Environment. Research and Exploration in Laboratory, 7, 327-329.
[1] Liu, L., & Jia, G. (1998). The Multimedia Mix of College English Intensive Reading. Foreign Language Teaching, 71, 13-18. [2] Ustatia, M. K., & Ismail, I. S. (2013). Challenges Faced by Malaysian Polytechnic English Lecturersin Utilizing Digital Language Lab. Procedia—Social and Behavioral Sciences, 90, 365-373.
http://dx.doi.org/10.1016/j.sbspro.2013.07.104 [3] Önkaú, N. A. (2009). Poetry Teaching in Laboratory Setting. Procedia Social and Behavioral Sciences, 1, 590-595.
http://dx.doi.org/10.1016/j.sbspro.2009.01.106 [4] Shen, J. (1999). Learner Anxiety and Computer-Assisted Writing. CALL EJ3 (2).
http://www.lerc.ritsumei.ac.jp/callej [5] Sullivan, N. (1993). Teaching Writing on a Computer Network. TESOL Journal, 34-35. [6] Wang, Y. W., Wu, L. G., & Sun, D. X. (2003) Integrating CALL in Teaching Intensive Reading at Graduate Level. Teaching English in China, 26, 101-107. [7] Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. Language Teaching, 31, 51-71. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/S0261444800012970 [8] Yi, L., & Gao, X.-Y. (2011). Practice of Autonomous Learning Mode under the Language Laboratory Environment. Research and Exploration in Laboratory, 7, 327-329.