The Application of “Three Dimensional” Model in the Teaching Design of EFL Writing

Li, Xiping

doi:10.5539/elt.v6n2p32

Cited by 5 publications

(4 citation statements)

References 17 publications

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“…In this study, the ASSURE model was used to develop the teaching process of the Chinese pop music module. The ASSURE model was proposed by Robert Heinich and Michael Molenda of Indiana University and James D. Russell of Purdue University (Li, 2014). This model is learner centered.…”

Section: Methodsmentioning

confidence: 99%

Development of the Chinese Pop Music Module in Enhancing Chinese Culture Cognition, Learning Motivation, and Cross-cultural Adaptability of International Students in Chinese Higher Vocational Colleges

Wang¹,

Saleh²

2023

IJHE

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Under the Belt and Road initiative, the number of international students in China has grown significantly. How to help international students improve their low level of Chinese culture cognition, learning motivation, and cross-cultural adaptability in China has become a hot topic. This study developed the current Chinese pop music module to solve the main problems faced by international students in the first academic year of Chinese higher vocational colleges. The ASSURE model was used to develop the teaching process of the current Chinese pop music module to achieve the teaching objective and improve teaching effectiveness. Teaching content of the developed module included Chinese campus music, Chinese minority music and dance, Chinese rock music, Chinese rap, Chinese-style songs, and Chinese R&B. The Chinese pop music module with improved teaching content was then discussed in detail.

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Section: Methodsmentioning

confidence: 99%

Development of the Chinese Pop Music Module in Enhancing Chinese Culture Cognition, Learning Motivation, and Cross-cultural Adaptability of International Students in Chinese Higher Vocational Colleges

Wang¹,

Saleh²

2023

IJHE

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“…Writing is a basic building block for life, leisure, and employment. Basically, it is a crucial skill in academic and professional success (National Commission on Writing, 2004), which becomes even more challenging when it comes to writing in a second or foreign language (Li, 2013). The cognitive process of writing skills involves memory, thinking ability and verbal skills, so proficiency in writing is an indicator of effective learning in a second language (Hyland, 2019).…”

Section: Relevance Of Efl Writing Skillsmentioning

confidence: 99%

Effectiveness of Teacher and Peer Feedback in EFL Writing: A Case of High School Students

Gonzalez-Torres

Sarango

2023

IJLTER

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The aim of this study is to assess and compare the effectiveness of three types of EFL writing feedback: teacher direct, teacher indirect, and peer feedback, while also exploring student perceptions of the feedback they receive. For this purpose, a mixed-method approach was used, combining a quasi-experimental and a survey design. Eighty-two EFL learners (aged 17-18 years old) were divided into four groups (three intervention groups who received feedback and one control group who did not) and practised EFL writing skills for a two-month period. After the intervention, the students from the intervention groups (62) answered a questionnaire related to their perceptions about the feedback received. The results of pre- and post-tests showed an improvement in EFL writing skills in all the groups. Likewise, there was a statistically significant difference in the results of the post-test between the groups who received feedback and those who did not, which means that feedback was effective. However, when comparing the three types of feedback, there were no statistically significant differences among the intervention groups. As for the perceptions of the feedback received during their EFL writing practice, students believed that feedback was a positive aspect of writing instruction. They thought that feedback was important for their learning, and they would like to receive a combination of teacher and peer feedback. This study contributes to the ongoing discussion around the effectiveness of different types of feedback on EFL writing skills.

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“…As a universal language, the importance of English writing has been intensified by the economic globalization and internet revolution (Warshauer, 2000). But the effect of worldwide English writing teaching turns out to be frustrating, of which China is one of the most severe disaster areas according to previous statistics of international and national language test analysis, such as IELTS, TOFEL, CET band 4 and 6 (Xiping Li, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Task Presentations on Chinese EFL Learner’s Writing Performance—From a Perspective of Practical Paperwork

Li¹

2013

TPLS

Self Cite

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This study is devoted to the writing performance of Chinese EFL learners in EPPW (English Practical Paperwork Writing) course within the framework of task-based language teaching, focusing on the investigation of the influence of modes of task presentation upon the textual metafunction in the aspect of coherence, cohesion and accuracy. Three common modes of task presentation were then chosen as subject: a traditional approach- in full Chinese version and a context- situation approach in Chinese or English respectively. Three homogenous groups of college students from our college who were taking their EPPW course participated in the study and task presentation was achieved by 3 aforesaid modes respectively for 3 tasks of various genres, which stood for high, medium and low level of complexity respectively. Contrastive textual analysis and survey revealed that the context- situation approach of task presentation was more effective in the teaching of EPPW compared to FC in enhancing the writing behavior for modest Chinese learners; furthermore, the results also showed that ES outperformed CS in mean scores and implementation of high complexity task.

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The Application of “Three Dimensional” Model in the Teaching Design of EFL Writing

Cited by 5 publications

References 17 publications

Development of the Chinese Pop Music Module in Enhancing Chinese Culture Cognition, Learning Motivation, and Cross-cultural Adaptability of International Students in Chinese Higher Vocational Colleges

Development of the Chinese Pop Music Module in Enhancing Chinese Culture Cognition, Learning Motivation, and Cross-cultural Adaptability of International Students in Chinese Higher Vocational Colleges

Effectiveness of Teacher and Peer Feedback in EFL Writing: A Case of High School Students

The Impact of Task Presentations on Chinese EFL Learner’s Writing Performance—From a Perspective of Practical Paperwork

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