To Read or Not to Read: A Qualitative Study of Students’ Justifications for Document Selection in Task-Oriented Reading

When navigating through the vast amount of information that we encounter in our everyday lives, we constantly make decisions concerning what information to read more closely and what information to disregard. Consideration of the relevance and trustworthiness of information sources facilitates those decisions. In the present study, we interviewed 25 upper-secondary students after they had selected documents to use in completing a task, and we asked them to justify their selections. A qualitative analysis of the interview data showed that students’ justifications could be related to (1) content relevance, (2) source features, and (3) prior topic knowledge. The results demonstrate that students are able to evaluate content relevance and source features as part of their document selection strategies but that perceived prior knowledge seems to influence both selections and justifications.     

How to Improve College Students＇ English Reading Comprehension

To improve college students＇reading comprehension,the author studies student factors-patience and reading motivation.The author views that reading motivation is the main element,and analyzes the instrumental motivation,enjoys mental motivation and the relation between the reading proficiency and the above motivations.Therefore,advice on the English reading teaching is put forward.     

Autonomous Learning to Improve College English Students’English Re-search

This paper aims to resesrch on the autonmons tearning so as to improve the college students’English learning . First of all, it introdues some basic concepts of the autonomous learning theory , Secondl...     

Students’ Learning Experiences in an Early College High School

Early College High Schools (ECHS) are at the forefront of high school reform embodying the principles of rigor, relationship, and relevance. This study examines students’ learning experiences in the context of relationships and rigor at an ECHS. Specifically, I investigate factors that influence students to attend an ECHS, what they attribute to their academic success, and the challenges they experience. I draw upon data from individual and focus group interviews with students at one 3-year-old ECHS in southeastern North Carolina.     

“Deaths in Prison Custody” Capstone Course: Engaging Final-Year Law Students In Service Learning and Public Value

Capstone service learning courses are designed to overcome the negative effects of fractioned knowledge by enabling students to consolidate and apply what they have learned over a program of study. They also promote a scholarship of engagement. This article documents the learning experiences of students on a Deaths in Prison Custody capstone service learning course. Though such a criminal justice course requires significant staff input and involves some loss of educational control, it has many benefits including enhanced learning, meaningful service, public value, and civic engagement. The focus on this article is on student learning experiences. It outlines how the pragmatic focus of such a course made knowledge and student learning relevant and actionable. It also describes how the deliberately unstructured design of the course, together with its emphasis on pubic value, encouraged autonomous and self-directed learning, prompting the students to take greater ownership of their learning.     

如何实现句子的多样化--再读Learning to Read in College一文有感

如何实现句子的多样化一直是中国学生习作的难题,文章仅以<大学英语>第一册里的一篇阅读材料为例,对英语写作如何实现句子多样化从写作手段上加以简要论述.     

A Discussion on Reading Ability of College Students

This article starts with the analysis of the essential factors that restrict the students' reading comprehension and talks about the causes of the problems in reading. Many students feel it difficult to improve their reading ability and don't know how to cope with thses problems. Ways are suggested in the artiue.     

How to Motivate Students in Their English Learning

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Responding to Students’ Learning Preferences in Chemistry

This paper reports on a teacher’s and his students’ responsiveness to a new tetrahedral-oriented (Mahaffy in J Chem Educ 83(1):49–55, 2006) curriculum requiring more discursive classroom practices in the teaching of chemistry. In this instrumental case study, we identify the intentions of this learner-centered curriculum and a teacher’s development in response to this curriculum. We also explore the tensions this teacher experiences as students subsequently respond to his adjusted teaching. We use a Chemistry Teacher Inventory (Lewthwaite and Wiebe in Res Sci Educ 40(11):667-689, 2011; Lewthwaite and Wiebe in Can J Math Sci Technol Educ 12(1):36–61, 2012; Lewthwaite in Chem Educ Res Pract. doi:10.1039/C3RP00122A, 2014) to assist the teacher in monitoring how he teaches and how he would like to improve his teaching. We also use a student form of the instrument, the Chemistry Classroom Inventory and Classroom Observation Protocol (Lewthwaite and Wiebe 2011) to verify the teacher’s teaching and perception of student preferences for his teaching especially in terms of the discursive processes the curriculum encourages. By so doing, the teacher is able to use both sets of data as a foundation for critical reflection and work towards resolution of the incongruence in data arising from students’ preferred learning orientations and his teaching aspirations. Implications of this study in regards to the authority of students’ voice in triggering teachers’ pedagogical change and the adjustments in ‘teachering’ and ‘studenting’ required by such curricula are considered.     

Views on College Students’ English Learning Motivation

This paper aims at exploring college students’ English learning motivation to language learning, including effort, interest, and attitudes. To some extent, it is very important to perform activities in language learning classes. On the one hand, teachers should do every effort to develop students’ keen interest in English study so as to foster their intrinsic motivation. On the other hand, they should set up new goals for students and feedback properly in order to build confidence in English learning. In a word, it is essential for English teachers to understand students’ motivation of English learning so as to save time and teach more efficiently.     

Brief Discussion on College English Majors＇ Cooperative Learning in Oral English Course

合作学习是现代主要的教学理论与教学策略之一。在英语口语教学中运用合作学习的方法,可以为学生提供更多的口语输出性练习机会,为学生创造良好的学习氛围。通过小组之间的竞争,可以充分调动学生的学习积极性,增强学生的竞争意识与合作意识。通过合理的教学设计,多样化的学习内容和科学的评价体系,可以有效提高学生英语口语学习的效果。     

On Developing College Students’ Ability of Reading Comprehension

Reading has become one of the four essential skills in English study,without reading,it is difficult for the students to support independent and self-directed learning.With the arrival of the Information Age,our reading materials gradually change from paper materials to electronic ones.So it becomes more and more important for college students to speed up their reading and develop a good reading habit in order to acquire as much information as possible.     

Discussion on College Teacher’s Role in Students’Autonomous Learning

In recent years,with the shift from traditional teacher-centered model to new learner-centered model in foreign language teaching,autonomous learning has become a research hotspot in foreign language circle.Although the researches on this issue are supposed to be prosperous,the attempt to look into the change of teachers’role on learner autonomy seems fairly limited.Therefore,this paper aims to deal with the changing of teachers’role in college students’autonomous learning.The significance of this paper is to make teachers adapt to their new roles so as to further improve their college teaching efficiency.     

From Input to Output:Chinese College Students’English Language Learning Situation

English as a second language has been learned and taught in Chinese colleges for several decades. But seen from stu?dents’TEM-4 and TEM-6 results and their practical application, the effect is limited ...     

Getting Ready to Learn—And Learning

Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed.     

The Research of Cooperative Learning Effects on College Students＇ Learning Anxiety

Since Krashen put forward the Affective Filter Hypothesis, more and more concern has been paid to the anxiety problem in Second and foreign language teaching and learning. Meanwhile, CL （cooperative learning） has gained much attention in recent years, both at home and abroad. Most researches （Oxford ＆ Ehrman, 1993; Kagan, 1994; Slavin, 1995） on CL indicated that CL is a classroom procedure which can lower anxiety and improve learning outcomes. Although the researches abroad have suggested that CL has a positive impact on reducing foreign language learning anxiety, few empirical researches on CL have been conducted in China. Moreover, according to the author＇s observation, anxiety is most obvious in oral English activities. Therefore, this thesis attempts to investigate some Chinese non-English freshmen＇s foreign language learning anxiety. Two classes are involved in the study： one as the experimental class instructed with CL method, the other as the control class taught with the traditional teaching method. By using a classical instrument, the FLCAS （foreign language classroom anxiety scale）, this study examined the subjects＇ foreign language learning anxiety. According to the analysis and comparison of the first and second FLCAS, the author finds CL has a significant effect on reducing students＇ foreign language learning anxiety.     

Are Students and School Personnel Learning to be Helpless-Oriented or Resourceful-Oriented? Part 1: Focus on Students

The phenomena of learned helplessness and learned resourcefulness offer consultants and school personnel an alternative way to conceptualize and work with the problems of low motivation and self-esteem in students. In this article, these phenomena are described and interventions are posed that can assist students in learning to develop more resourceful attitudes and behaviors.