Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring l...Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in展开更多
In the past few decades,there have been eminent interests in reading performance as essential means for language input.In view of that,extensive studies have been conducted to explore the factors that affect reading p...In the past few decades,there have been eminent interests in reading performance as essential means for language input.In view of that,extensive studies have been conducted to explore the factors that affect reading performance from various aspects.In the cognitive psychology field,some studies have examined the relationship between field dependent-field independent(FD-FI)cognitive styles and working memory capacity(WMC)on English reading,respectively.However,only limited studies focused on the correlation among FD-FI cognitive styles,WMC and English reading performance.Therefore,this study was conducted to explain these correlations.A total of 42 intermediate“English as Foreign Language”(EFL)learners participated in this study.In order to measure the learners’FD-FI cognitive style,WMC and English reading performance,the Cognitive Style Figures Test,reading span task and the International English Language Test System(IELTS)reading test were adopted,respectively.Data analyses such as Pearson’s correlation,independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science(SPSS)version 25.The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance,respectively.The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.展开更多
This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
文摘Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in
文摘In the past few decades,there have been eminent interests in reading performance as essential means for language input.In view of that,extensive studies have been conducted to explore the factors that affect reading performance from various aspects.In the cognitive psychology field,some studies have examined the relationship between field dependent-field independent(FD-FI)cognitive styles and working memory capacity(WMC)on English reading,respectively.However,only limited studies focused on the correlation among FD-FI cognitive styles,WMC and English reading performance.Therefore,this study was conducted to explain these correlations.A total of 42 intermediate“English as Foreign Language”(EFL)learners participated in this study.In order to measure the learners’FD-FI cognitive style,WMC and English reading performance,the Cognitive Style Figures Test,reading span task and the International English Language Test System(IELTS)reading test were adopted,respectively.Data analyses such as Pearson’s correlation,independent sample t-test and two-way ANOVA were done using Statistical Package for the Social Science(SPSS)version 25.The results suggested a statistically significant correlation between FD-FI cognitive style and WM with English reading performance,respectively.The main effect of WM and FD-FI cognitive style is significant while the interaction between them is not significant in reading performance.
文摘This paper focuses on the advantages of formative assessment and explores a better application of it in English class to facilitate art students’learning and further improve their oral English performance.
