A STUDY ON THE APPLICATION OF "MOBILE MICRO-WRITING + AUTOMATIC CORRECTION + ENGLISH WECHAT" MODEL IN THE INSTRUCTION OF COLLEGE ENGLISH WRITING IN CHINA

Yang Feng

Abstract


In order to change the problems of low teaching efficiency and slow development of students' writing ability in the course of College English Writing in China, this paper puts forward a teaching model of "mobile micro-writing + automatic correction + English WeChat", and conducted a 32-class-hour instructional reform experiment in 16 weeks to two classes of sophomores majoring in English. The results show that more than 90% of the students in the experimental class support the teaching model, and their interest in English writing, self-awareness of writing and English writing ability have been significantly improved, especially their average score of English writing has increased by 25.51%. Furthermore, they have significant advantages over the control class in writing time, word number, composition score, writing length, vocabulary use, sentence length, and so on. In the meantime, this study analyzes the existing problems of the intelligent correction system, which provides a reference for the non-English speaking countries' English writing teaching.

 

Article visualizations:

Hit counter

DOI

Keywords


China; College English writing; teaching reform; experimental research

Full Text:

PDF

References


Cui, Yanli (2018). Analysis of new listening questions and coping strategies in CET-4. Journal of Higher Education, (07), 44-48.

Chang, X. (2019). A data-based survey of College Students' English writing proficiency. Overseas English, (21), 26-29.

Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). Essex: Pearson Education.

Ji, J. (2018). A survey of WeChat use and loneliness of college students. Shaanxi Education (Higher Education), (11), 78-82.

Long, T. (2019). Survey and analysis of English Writing Teaching Based on the network of assessment and correction. Journal of Yantai Vocational College, 25 (04), 65-67 + 84.

Li, Q. (2020). A study on the feedback effect of middle school students' English writing level based on Yuku.com. Educational Information Technology, (01), 111-114.

Wang, X. (2018). Empirical research on College English Writing Teaching in the era of big data. Comparative Study on Cultural Innovation, 2 (27), 127+129.

Wang, C. (2000). Promoting learning by writing: an experiment of English writing teaching reform. Foreign Language Teaching and Research, (3), 207-212.

Yu, N. (2019). A study on the correlation between mobile phone use and visual fatigue of college students. Higher Medical Education in China, (02),46-49.

Zhang, Z. (2019). Problems and Countermeasures in traditional college English writing teaching. Reading and Writing (Journal of education and teaching), 16 (12), 10-16.

Zhao, J. (2019). A study on the teaching mode of College English academic writing. Modernization of Education, 6 (99), 151-157.

Zhao, X. (2018). Genre analysis and English writing level 8. Overseas English, (06), 66-69

Zhang, Y. (2020). College English Writing Teaching Reform in the era of big data. Education and Teaching Forum, (06), 369-373.

Zhou, Y. & Wei, J. (2019). Problems and strategies in Contemporary College Students' English writing. Overseas English, (23), 73-76.




DOI: http://dx.doi.org/10.46827/ejfl.v0i0.3011

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).