Empirical Application Of QQ Groupware In College English Teaching

Abstract

Abstract-Presently computer networks interaction has become increasingly important in the interaction of teaching and learning. Most of the universities and colleges in China have accomplished the hardware construction of internet networks. But for some reasons, it is rather difficult to build up teaching interaction and conduct real teaching practice to implement and enhance the interactive networks teaching in the practice of college English teaching. Since QQ groupware can cater for the needs of a good language learning environment due to its popularity, convenience, low cost and other characteristics, QQ groupware may be helpful to construct the network environments of language learning. So from the year 2008 we have conducted an experiment in Shenyang Aerospace University on the role of QQ groupware in college English teaching. Our experiment is based on the constructivist theory and the theory of collaborative learning. From the analysis of QQ groupware functions, we tried to find out the positive roles that QQ groupware played in College English Teaching. And in the process of the experiment on the two sample classes in Grade 2008 and Grade 2010 of Shenyang Aerospace University, we explored the feasibility of QQ groupware in promoting college English teaching and proposed that QQ groupware play an active role in raising students' learning autonomy and improving students' language skills in English learning.

Review of the Empirical Research on Digital Multimodal Composing in L2 Learning Contexts

“…Geographically, investigators of DMC have conducted research across a wide range of countries and regions. For example, they probed into the potential integration of DMC into American and Australian high school and primary school English courses (e.g., Unsworth & Mills, 2020) [23], EFL (English as a foreign language) college courses in South Korea (e.g., Kim & Belcher, 2020) [33], Hong Kong Special Administrative Region of China (e.g., Hafner, 2020) [16], China's Taiwan Province (e.g., Lee, 2014) [34], and China's mainland (e.g., Jiang, 2017; Lei & Zhang, 2018; Liu & Dai, 2012) [35][36][37].…”

“…Liu and Dai (2012) [37] divided the subjects into experimental and control groups, with the former applying video-making software to complete DMC tasks and the latter making PowerPoint slides. The post-test showed a higher gain of the experimental group in grades, awareness of audience-centeredness, and non-verbal communication skills.…”