Genre analysis has been applied to a sizable body of linguistic studies on various text types. However, little attention has been paid to advertorials as an emerging hybridized genre. To identify the generic and linguistic characteristics of advertorials, and therefore to classify advertorials into an appropriate genre, this study carries out a comprehensive genre analysis of advertorials based on Bhatia’s (1993) seven-step genre analysis methodology. A corpus of 55 advertorials was collected from four English-language magazines and two English-language newspapers, from which a sub-corpus of 12 samples was further selected for a thorough examination of linguistic characteristics. Attempting to gain a comprehensive view of generic features of advertorials, this study makes a critical comparison of advertorials with three inextricably related genres: advertisements, news stories and editorials. Linguistic evidence sufficiently demonstrates that advertorials share fundamental generic and linguistic natures with advertisements and proposes classifying advertorials as a sub-genre of advertisements.
In the first season (2012) of The Voice of China – a televised singing competition presented in a ‘reality TV’ format – 186 songs were performed on the program's stage to make the show one of the most popular in the history of Chinese television. While roughly one‐third of those songs were performed entirely in Chinese, the other two‐thirds contained some English elements (including a sizable number performed entirely in English). English lyrics function to achieve three linguistic goals: expressing referential meaning, voicing private feelings and directing routine speech acts. In doing this, however, some English lyrics deliberately blur the boundary between Chinese and English in order to develop an innovative and flexible style of performance.
A growing concern for online course learning is to what extent learners are concentrated and self-regulated when they are isolated from their classmates and instructors. To address this issue, this study collected both quantitative and qualitative data from a sample of 580 Chinese university learners from varied majors, who were taking online English courses in Emergency Remote Teaching (ERT) mode during COVID-19. This study identified specific psychological and contextual factors that impact learners’ e-learning acceptance and online self-regulation, based upon Technology Acceptance Model (TAM). Learners’ actual use of three sub-processes of self-regulated strategies, namely, goal setting, task strategies, and self-evaluation was also examined. Partial least squares (PLS)-structural equation modeling (SEM) technique was used to test hypotheses and proposed research model. The quantitative results indicate that media richness, as a contextual factor, and social presence and flow, as two typical psychological factors, are determining antecedents that impact Chinese learners’ e-learning acceptance. Meanwhile, quantitative findings show that learners’ behavioral intention to use e-learning is a main contributor of their use of all three sub-processes of self-regulated learning strategies. Furthermore, thematic analysis was conducted to study the qualitative data, revealing that learners held rather divided and mixed perceptions regarding online learning experience. These findings have important implications for effective online English course design and implementation.
There is a relatively small body of literature that is concerned with the extent to which students are actively engaged in online English learning. To address this issue, the present study investigates 233 Chinese secondary school students attending online English courses during the pandemic and explores the degree to which learners are behaviorally, cognitively, emotionally, and socially engaged in synchronous online English courses. Three basic psychological needs (autonomy, competence, and relatedness) are examined as antecedents of learning engagement, and the behavioral intention was hypothesized as a learning outcome. This study takes a mixed-methods approach, integrating quantitative data from questionnaires and qualitative data from semi-structured interviews. A partial least squares (PLS) structural equation modeling (SEM) technique was used to test hypotheses and the proposed research model. The quantitative findings indicate that, firstly, whereas the basic psychological needs predict students’ four dimensions of online learning engagement, competence is confirmed to be the strongest predicting factor. Secondly, behavioral intention is significantly influenced by students’ cognitive engagement and emotional engagement. Thirdly, thematic analysis of the qualitative data shows that students tend to have a lower level of engagement compared with a face-to-face classroom, and a more interesting and interactive online course design is crucial to the fulfillment of learners’ psychological needs of autonomy and relatedness in synchronous online English learning.
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