With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this s...With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this study was the online international peer interaction based on the Zoom platform,detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’comprehensive competencies,global perspectives,and cross-cultural communication skills.This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.展开更多
This paper mainly seeks to discuss what factors contribute to students' passive involvement in English classes. It also explores whether it would be possible to solve the above pedagogical dilemmas through impleme...This paper mainly seeks to discuss what factors contribute to students' passive involvement in English classes. It also explores whether it would be possible to solve the above pedagogical dilemmas through implementing collaborative learning mode in ESL. After analyzing the data collected from case study, classroom observation and post-hoc interviews, researcher discovers that collaborative learning mode exerts a considerable positive influence on reducing students' learning anxiety and rebuilding their self-confidence. In addition, peer interaction and group collaboration are highly motivating and effective for ESL learners at college level.展开更多
This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collab...This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.展开更多
This paper demonstrates students’perspective of peer feedback on writing.The researcher based on the relevant litera⁃ture to find that peer feedback has a great effect on learning engagement,evaluation skill,and peer...This paper demonstrates students’perspective of peer feedback on writing.The researcher based on the relevant litera⁃ture to find that peer feedback has a great effect on learning engagement,evaluation skill,and peer interaction.However,there are still some doubts from teacher and student.Therefore,the researcher further reexamines this issue by conducting a pre-test,posttest with 36 students in Hong Kong,supplemented by interview data.The research findings suggest that numerous students notice the effectiveness of peer feedback whereas they are not familiar with the assessment process and technique.In this paper,the re⁃searcher will explore secondary students’perspective of peer feedback,and evaluate to what extent peer feedback can enhance their writing.Besides,there are some strategies for how to carry out peer feedback in writing class.展开更多
This essay which is dedicated into doing action research explores the difficulties in conducting the collaborative learning in a student-centered classroom teaching,mostly based on teachers’reflection.This essay adap...This essay which is dedicated into doing action research explores the difficulties in conducting the collaborative learning in a student-centered classroom teaching,mostly based on teachers’reflection.This essay adapts a framework of conducting,monitoring and evaluating collaborative learning into specific teaching context and points out research areas in the next step of action research.展开更多
Purpose Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players.This study aimed to investig...Purpose Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players.This study aimed to investigate the impact of learning small-sided games(SSG)through player discussions on decision-making,as well as the technical and tactical skills of young soccer players.Methods Forty-two U-15 male amateur soccer players were randomly assigned to 6 groups and participated in a study com-prising 4 sessions of small-sided games(SSG).Each session consisted of two sets of 15 min each.The SSG sessions were conducted with and without the inclusion of self-regulation of learning.Technical actions(i.e.,balls won,balls received,balls lost,shots,and goals)were measured during each set of sessions using a digital camera recorder.Results The results showed no significant differences in the main effects of the time,group,session,and group×session×time interactions for most technical actions.However,there was a significant main effect of group observed for shoot action(P=0.021;η_(p)^(2)=0.102),with a higher number of shoot actions in the co-regulation of learning group than in the self-regulation of learning group.Conclusion The self-regulation approach employed by players alone did not lead to significant improvements in technical performance during SSG.Further research is needed to explore additional factors and/or interventions that could potentially enhance the effectiveness of learning through discussions in SSG.展开更多
基金2023 Shanxi College Students’Innovative Entrepreneurial Training Plan Program“Research on Book Translation Project Management Process”(20231864)。
文摘With the increasing trend of globalization and the rapid advancement of information technology,online learning platforms such as Zoom are becoming increasingly influential in the field of education.The focus of this study was the online international peer interaction based on the Zoom platform,detailing how such interaction programs are conducted and exploring in depth the specific impacts of this interaction mode on students’comprehensive competencies,global perspectives,and cross-cultural communication skills.This research not only provides new practical references for online learning and international education but also offers new research perspectives and directions for educators and researchers.
文摘This paper mainly seeks to discuss what factors contribute to students' passive involvement in English classes. It also explores whether it would be possible to solve the above pedagogical dilemmas through implementing collaborative learning mode in ESL. After analyzing the data collected from case study, classroom observation and post-hoc interviews, researcher discovers that collaborative learning mode exerts a considerable positive influence on reducing students' learning anxiety and rebuilding their self-confidence. In addition, peer interaction and group collaboration are highly motivating and effective for ESL learners at college level.
基金supported by"the Fundamental Research Funds for the Central Universities"(Project No.:1022759454)"the National Funds for Social Science"(Project No.:10BYY088)
文摘This study draws on sociocultural theory to explore how adult EFL learners interact with each other in learning target form in collaborative task performance. It investigates the features of scaffolding in peer collaboration in which a group of four Chinese undergraduate students are engaged in a writing task in an English enhancement course at a university in Hong Kong. The study also examines how the scaffolding categories affect the learners＇ production of appropriate grammatical forms. The findings advocate the presence of the teacher （or tutor） to direct learners＇ attention to important form-meaning connections in L2 pedagogical group activities due to the limitations of peer interaction.
文摘This paper demonstrates students’perspective of peer feedback on writing.The researcher based on the relevant litera⁃ture to find that peer feedback has a great effect on learning engagement,evaluation skill,and peer interaction.However,there are still some doubts from teacher and student.Therefore,the researcher further reexamines this issue by conducting a pre-test,posttest with 36 students in Hong Kong,supplemented by interview data.The research findings suggest that numerous students notice the effectiveness of peer feedback whereas they are not familiar with the assessment process and technique.In this paper,the re⁃searcher will explore secondary students’perspective of peer feedback,and evaluate to what extent peer feedback can enhance their writing.Besides,there are some strategies for how to carry out peer feedback in writing class.
文摘This essay which is dedicated into doing action research explores the difficulties in conducting the collaborative learning in a student-centered classroom teaching,mostly based on teachers’reflection.This essay adapts a framework of conducting,monitoring and evaluating collaborative learning into specific teaching context and points out research areas in the next step of action research.
文摘Purpose Discussions held by players during the halftime of a soccer match are widely recognized as influential factors in boosting their involvement and physical activity of soccer players.This study aimed to investigate the impact of learning small-sided games(SSG)through player discussions on decision-making,as well as the technical and tactical skills of young soccer players.Methods Forty-two U-15 male amateur soccer players were randomly assigned to 6 groups and participated in a study com-prising 4 sessions of small-sided games(SSG).Each session consisted of two sets of 15 min each.The SSG sessions were conducted with and without the inclusion of self-regulation of learning.Technical actions(i.e.,balls won,balls received,balls lost,shots,and goals)were measured during each set of sessions using a digital camera recorder.Results The results showed no significant differences in the main effects of the time,group,session,and group×session×time interactions for most technical actions.However,there was a significant main effect of group observed for shoot action(P=0.021;η_(p)^(2)=0.102),with a higher number of shoot actions in the co-regulation of learning group than in the self-regulation of learning group.Conclusion The self-regulation approach employed by players alone did not lead to significant improvements in technical performance during SSG.Further research is needed to explore additional factors and/or interventions that could potentially enhance the effectiveness of learning through discussions in SSG.
