Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners

Xiao, Yuehai; Zhao, Angel

doi:10.5539/ijel.v10n5p360

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…In daily teaching activities, English teachers must provide students with effective guidance on learning methods at the right time. When screening the personalized assessment of instruction quality indexes of English teachers in university English courses, the feelings and views of frontline teachers on teaching activities are fully considered [7][8]. Teachers are no longer in a state of passive acceptance in the evaluation.…”

Section: Introductionmentioning

confidence: 99%

Constructing and Empirical Research on Personalized Assessment of English instructors’ instruction quality in Higher Vocational Colleges and Universities

Cui,

2024

Applied Mathematics and Nonlinear Sciences

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Personalized assessment of English instructors’ instruction quality is one of the key initiatives to improve the quality of English teaching. This paper proposes an EM-AGA-BP model for English teachers to assess instruction quality. The entropy value method is used for the initial evaluation of English teachers’ teaching quality. The BP neural network is optimized for evaluation learning based on the genetic algorithm of adaptive mutation so as to put forward a more comprehensive and scientific English teachers’ assessment of instruction quality model. At the same time, the English teachers’ instruction quality evaluation index system is constructed. In the empirical analysis, English teachers in colleges and universities are taken as the research object to verify that the assessment of the instruction quality index system by English teachers has better reliability and validity. In the assessment of teaching evaluation quality, English teachers’ evaluation skills are high, with the largest mean value of 4.12, followed by evaluation attitude and evaluation awareness, with mean values of 3.8 and 3.71, respectively, and the overall evaluation score of English teachers’ personalized teaching quality is 3.02, with the evaluation grade level of “medium,” and the evaluation scores of the five evaluation criteria levels are all in the same range. The evaluation scores of the five evaluation criteria layers are all within the score range, and the evaluation level is also “medium.”

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Section: Introductionmentioning

confidence: 99%

Constructing and Empirical Research on Personalized Assessment of English instructors’ instruction quality in Higher Vocational Colleges and Universities

Cui,

2024

Applied Mathematics and Nonlinear Sciences

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Book review

Xiao

Zhao

Rao

2021

System

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A Study of the Relationship Between Students’ Global Perspective and Willingness to Communicate in English at an English Medium Instruction University in China

Xiao

Qiu

2022

Front. Psychol.

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Few previous studies have investigated the relationship between global perspective (GP) and willingness to communicate (WTC) in English. Hence, more studies are needed to validate their correlation. Furthermore, hardly any pertaining studies have been conducted at English Medium Instruction (EMI) universities. As such, the current study aimed to fill these gaps in the context of an EMI university in China, by investigating whether GP correlates with second language (L2) WTC and what factors impact the two variables. Data were collected from students via an online questionnaire (n = 315) and follow-up interviews (n = 11). The questionnaire findings confirmed a moderate positive correlation between GP and L2 WTC. The interview data unraveled that several factors influenced students’ L2 WTC, including needs and motivations driving L2 WTC, concerns constraining L2 WTC, and intercultural cognition facilitating L2 WTC. These findings suggest that: (A) students could be more determined to practice their English if they realize the significance of the role of English in their life; (B) teachers could foster students’ WTC by creating a non-threatening English-speaking environment and encouraging students to communicate in English in and outside the classroom; and (C) teachers could educate students about GP and L2 WTC, which might help to expand students’ horizon and stimulate their interests in foreign cultures and global affairs, so as to facilitate the sustainable growth of their English learning.

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Individualized Learning in Context: Constructivists’ Teaching Philosophy of Academic Writing for EAL Learners

Cited by 3 publications

References 12 publications

Constructing and Empirical Research on Personalized Assessment of English instructors’ instruction quality in Higher Vocational Colleges and Universities

Constructing and Empirical Research on Personalized Assessment of English instructors’ instruction quality in Higher Vocational Colleges and Universities

Book review

A Study of the Relationship Between Students’ Global Perspective and Willingness to Communicate in English at an English Medium Instruction University in China

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