Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Te...Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.展开更多
Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about la...Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.展开更多
Automated classification of gas flow states in blast furnaces using top-camera imagery typically demands a large volume of labeled data,whose manual annotation is both labor-intensive and cost-prohibitive.To mitigate ...Automated classification of gas flow states in blast furnaces using top-camera imagery typically demands a large volume of labeled data,whose manual annotation is both labor-intensive and cost-prohibitive.To mitigate this challenge,we present an enhanced semi-supervised learning approach based on the Mean Teacher framework,incorporating a novel feature loss module to maximize classification performance with limited labeled samples.The model studies show that the proposed model surpasses both the baseline Mean Teacher model and fully supervised method in accuracy.Specifically,for datasets with 20%,30%,and 40%label ratios,using a single training iteration,the model yields accuracies of 78.61%,82.21%,and 85.2%,respectively,while multiple-cycle training iterations achieves 82.09%,81.97%,and 81.59%,respectively.Furthermore,scenario-specific training schemes are introduced to support diverse deployment need.These findings highlight the potential of the proposed technique in minimizing labeling requirements and advancing intelligent blast furnace diagnostics.展开更多
The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces...The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces and the cultivation of pre-service English teachers.The development of new quality productive forces has put forward new requirements for the cultivation of pre-service English teachers,while the cultivation of pre-service English teachers will also promote the development of new quality productive forces and provide talent support for it.Currently,the cultivation of pre-service English teachers faces numerous challenges,which requires strengthening top-level program design,reconstructing the curriculum system,expanding cultivation fields for pre-service English teachers,improving the digital literacy of pre-service English teachers,deepening international exchanges and cooperation,and building an evidence-based evaluation system as a guarantee to achieve new breakthroughs in the cultivation of pre-service English teachers and promote the development of new quality productive forces.展开更多
Assessment is a crucial aspect of the teaching process for teachers.Teachers’assessment literacy is closely related to students’learning outcomes.The language assessment literacy of foreign language teachers is a si...Assessment is a crucial aspect of the teaching process for teachers.Teachers’assessment literacy is closely related to students’learning outcomes.The language assessment literacy of foreign language teachers is a significant component of both teachers’professional development and students’learning,and it has become a research hotspot in the field of domestic language testing.Based on clarifying the theoretical framework of language assessment literacy,this paper proposes the main cultivation paths for pre-service English teachers’language assessment literacy,aiming to provide inspiration and references for the cultivation,reform,and development of teachers in basic foreign language education.展开更多
Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studi...Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.展开更多
The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the m...The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.展开更多
It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.
As a particular genre,Abstract is a growing field of study in linguistics.Move analysis is one aspect that has conducted to describe RA abstract.This article analyzed the particular genre with the purpose of helping t...As a particular genre,Abstract is a growing field of study in linguistics.Move analysis is one aspect that has conducted to describe RA abstract.This article analyzed the particular genre with the purpose of helping them work out good abstracts for academic writing to improve their ability of doing research.One hundred abstracts were selected randomly from all the 450 graduation papers written by Eng lish-major pre-service teachers in 2010 in Hunan First Normal University in China.These informative abstracts were analyzed with the framework of Hyland's 2000 Model.The results revealed that these English-major pre-service teachers haven't done well in the abstract writing for their graduation paper,most of whom have no good understanding about the move model and move sequence,which impli cates that explicit introduction of terms of genre,move and move sequence etc.,and training on how to write good abstracts in future study are really needed.展开更多
Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social const...Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.展开更多
This paper introduces a field of educational research called teacher learning as it applies to the teaching of second languages. Untilrecently, the study of second language teacher education is focused mainly on the k...This paper introduces a field of educational research called teacher learning as it applies to the teaching of second languages. Untilrecently, the study of second language teacher education is focused mainly on the knowledge base and teaching skills of teachers and teachers-inpreparation. The collection thus helps establish a research base for teacher learning within second language teacher education.展开更多
The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. T...The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.展开更多
Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strate...Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers.展开更多
This paper concerns itself with a task-oriented approach to the pre-service teacher education in the Classroom of English Teaching Methodology （ETM）. We attempt to use an explicit theoretic framework to guide the pr...This paper concerns itself with a task-oriented approach to the pre-service teacher education in the Classroom of English Teaching Methodology （ETM）. We attempt to use an explicit theoretic framework to guide the practice of ETM classroom in teacher education. The basic assumption is that we can use methodology which we use in teaching language, and apply those techniques and methods to train student teachers. By this approach the student teachers can adopt a research orientation to their own classrooms and their own teaching, an inquiry-based and discovery-oriented approach to learning is greatly emphasized, and they also can form the habit of generating theories and hypotheses and reflecting critically on teaching.展开更多
This paper is a discussion of the issues about teacher expectations for students＇ learning in the classroom. The discussion mainly focuses on such topics as the types of expectation effects, the sources of teacher ex...This paper is a discussion of the issues about teacher expectations for students＇ learning in the classroom. The discussion mainly focuses on such topics as the types of expectation effects, the sources of teacher expectations and the communication of teacher expectations. It is concluded that teacher expectations do play an important role in classroom teaching and learning, and therefore some suggestions are made for the peer teachers.展开更多
文摘Professional learning communities(PLCs)offer essential contextual support for the development of foreign language teachers in higher education.The book Building Professional Learning Communities of Foreign Language Teachers in Higher Education,co-authored by Wen et al.(2021)systematically examines the necessity,practical measures,theoretical construction,and outcomes associated with building PLCs for university foreign language teachers.Notably,it introduces a research methodology rooted in local teacher education practices with Chinese characteristics—the dialectical research paradigm(DRP).This review introduces the content of the book,evaluates its contributions to teacher development,and explores its implications for future practice and research.
文摘Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.
基金financial support provided by the Natural Science Foundation of Hebei Province,China(No.E2024105036)the Tangshan Talent Funding Project,China(Nos.B202302007 and A2021110015)+1 种基金the National Natural Science Foundation of China(No.52264042)the Australian Research Council(No.IH230100010)。
文摘Automated classification of gas flow states in blast furnaces using top-camera imagery typically demands a large volume of labeled data,whose manual annotation is both labor-intensive and cost-prohibitive.To mitigate this challenge,we present an enhanced semi-supervised learning approach based on the Mean Teacher framework,incorporating a novel feature loss module to maximize classification performance with limited labeled samples.The model studies show that the proposed model surpasses both the baseline Mean Teacher model and fully supervised method in accuracy.Specifically,for datasets with 20%,30%,and 40%label ratios,using a single training iteration,the model yields accuracies of 78.61%,82.21%,and 85.2%,respectively,while multiple-cycle training iterations achieves 82.09%,81.97%,and 81.59%,respectively.Furthermore,scenario-specific training schemes are introduced to support diverse deployment need.These findings highlight the potential of the proposed technique in minimizing labeling requirements and advancing intelligent blast furnace diagnostics.
基金supported by the National Education Sciences Planning Program of China through the National Office for Education Sciences Planning(Grant No.DIA220376).
文摘The theory of new quality productive forces provides a foundational framework for cultivating pre-service English teachers.There is a high degree of consistency between the development of new quality productive forces and the cultivation of pre-service English teachers.The development of new quality productive forces has put forward new requirements for the cultivation of pre-service English teachers,while the cultivation of pre-service English teachers will also promote the development of new quality productive forces and provide talent support for it.Currently,the cultivation of pre-service English teachers faces numerous challenges,which requires strengthening top-level program design,reconstructing the curriculum system,expanding cultivation fields for pre-service English teachers,improving the digital literacy of pre-service English teachers,deepening international exchanges and cooperation,and building an evidence-based evaluation system as a guarantee to achieve new breakthroughs in the cultivation of pre-service English teachers and promote the development of new quality productive forces.
基金2021 Young Teacher Research Funding Project of Hubei Normal University(HS2021QN014)。
文摘Assessment is a crucial aspect of the teaching process for teachers.Teachers’assessment literacy is closely related to students’learning outcomes.The language assessment literacy of foreign language teachers is a significant component of both teachers’professional development and students’learning,and it has become a research hotspot in the field of domestic language testing.Based on clarifying the theoretical framework of language assessment literacy,this paper proposes the main cultivation paths for pre-service English teachers’language assessment literacy,aiming to provide inspiration and references for the cultivation,reform,and development of teachers in basic foreign language education.
文摘Research in L2 writing assessment has overwhelmingly focused on helping students enhance their writing quality and global development in language proficiency by various means and approaches of assessment.However,studies of the learning on the part of EFL writing teachers,especially when engaging in collaborative assessment with students,are few and far between.This qualitative case study therefore fills this void of foregoing research by examining the learning and development of a Chinese EFL writing teacher who employed teacher-student collaborative assessment(TSCA)(Wen,2016)in an L2 academic writing course.Drawing upon multiple types of data,three themes emerged with regard to the learning of the L2 writing teacher:1)becoming more assessment literate and capable of providing constructive feedback;2)gaining more efficacy in instructional tactics,student engagement and classroom management;and 3)developing a better understanding of students’evaluation focus as well as their needs and expertise in writing.This study offers a robust picture of how TSCA can foster multidimensional teacher learning-cognitively,affectively,and relationally-affirming its value not only as an assessment tool but as a transformative pedagogical practice.
文摘The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.
文摘It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.
文摘As a particular genre,Abstract is a growing field of study in linguistics.Move analysis is one aspect that has conducted to describe RA abstract.This article analyzed the particular genre with the purpose of helping them work out good abstracts for academic writing to improve their ability of doing research.One hundred abstracts were selected randomly from all the 450 graduation papers written by Eng lish-major pre-service teachers in 2010 in Hunan First Normal University in China.These informative abstracts were analyzed with the framework of Hyland's 2000 Model.The results revealed that these English-major pre-service teachers haven't done well in the abstract writing for their graduation paper,most of whom have no good understanding about the move model and move sequence,which impli cates that explicit introduction of terms of genre,move and move sequence etc.,and training on how to write good abstracts in future study are really needed.
文摘Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.
文摘This paper introduces a field of educational research called teacher learning as it applies to the teaching of second languages. Untilrecently, the study of second language teacher education is focused mainly on the knowledge base and teaching skills of teachers and teachers-inpreparation. The collection thus helps establish a research base for teacher learning within second language teacher education.
文摘The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.
基金supported by Educational Commission of Jilin Province of China(Grant No.JJKH20190782SK)supported by the Jilin Vocational and Technical Education Association(Grant No.2018XHY115).
文摘Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers.
文摘This paper concerns itself with a task-oriented approach to the pre-service teacher education in the Classroom of English Teaching Methodology （ETM）. We attempt to use an explicit theoretic framework to guide the practice of ETM classroom in teacher education. The basic assumption is that we can use methodology which we use in teaching language, and apply those techniques and methods to train student teachers. By this approach the student teachers can adopt a research orientation to their own classrooms and their own teaching, an inquiry-based and discovery-oriented approach to learning is greatly emphasized, and they also can form the habit of generating theories and hypotheses and reflecting critically on teaching.
文摘This paper is a discussion of the issues about teacher expectations for students＇ learning in the classroom. The discussion mainly focuses on such topics as the types of expectation effects, the sources of teacher expectations and the communication of teacher expectations. It is concluded that teacher expectations do play an important role in classroom teaching and learning, and therefore some suggestions are made for the peer teachers.
