European Journal of English Language Teaching最新文献

MEDIATING ROLE OF TEACHER AND CLASSMATE SUPPORT IN THE RELATIONSHIP OF SELF-EFFICACY AND ENGLISH-SPEAKING ANXIETY, IN UNIVERSITY SAMPLE 在大学样本中，老师和同学支持在自我效能感与英语焦虑关系中的中介作用

European Journal of English Language Teaching

Pub Date : 2023-09-18 DOI: 10.46827/ejel.v8i5.5039

Duha Nur Dogan, Duhan Nurdan Dogan, Sule Dogan

The main purpose of this research is to assess the influence of teacher and student support in reducing speaking anxiety. Learners' self-efficacy was also explored in relation to the influence of teacher and classmate support on lowering speaking fear. For the goals of the study, 94 English Language Teaching Department (ELT) students from Atatürk University in Türkiye participated as the study's working group during the autumn term of the 2021-2022 academic year. The information was gathered using the Classmate Support Scale, the Teacher Support Scale, the General Self-Efficacy Scale, and the English-Speaking Anxiety Scale. The Amos and SPPS 22 programs were used to examine the data. The SPSS Macro Process tool was utilized in the study to compute the indirect impact estimates of the variables. The findings revealed a link between teacher support and self-efficacy. Moreover, classmate support exhibited a favorable relationship with self-efficacy. The findings demonstrated that the stronger the learner's self-efficacy, the less speaking anxiety they experienced during oral presentations. These findings indicate that teacher and classmate support have mediating roles in the link between ELT university students' self-efficacy and English-speaking anxiety.

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本研究的主要目的是评估教师和学生的支持对减少口语焦虑的影响。本研究还探讨了学习者自我效能感与老师和同学支持对降低口语恐惧的影响的关系。为了实现这项研究的目标，94名来自挪威国立大学(atatatrk University)英语语言教学系(ELT)的学生在2021-2022学年的秋季学期作为研究工作组参加了这项研究。使用同学支持量表、教师支持量表、一般自我效能量表和英语焦虑量表收集信息。使用Amos和SPPS 22程序来检查数据。在研究中使用SPSS宏过程工具来计算变量的间接影响估计。研究结果揭示了教师支持和自我效能之间的联系。此外，同学支持对自我效能感有显著的正向影响。研究结果表明，学习者的自我效能感越强，他们在口头陈述中经历的演讲焦虑就越少。这些研究结果表明，教师和同学支持在英语学习大学生自我效能感与英语焦虑之间具有中介作用。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0039/a.p php" alt="Hit counter" />

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PERCEPTIONS OF ENGLISH-MAJORED STUDENTS IN THE HIGH-QUALITY PROGRAM AT CAN THO UNIVERSITY TOWARD LEARNING ENGLISH THROUGH WATCHING MOVIES 大学英语专业高质量课程的学生对通过看电影学习英语的看法

European Journal of English Language Teaching

Pub Date : 2023-09-14 DOI: 10.46827/ejel.v8i5.5031

Vo Thi Tuyet Hong, Hua Huu Ty, Nguyen Minh Dac, Nguyen Hoang Anh Tai, Huynh Minh Trang

This descriptive study aims to answer three main research questions, namely 1) What are the perceptions of English-majored students regarding the impact of watching English movies on their learning motivation?, 2) What are their perceptions of the impact of watching English movies on their language development?, and 3) What challenges do the students encounter when learning English through watching movies? In order to address these key questions, the data collected from 175 freshmen and juniors majoring in English Studies of the High-Quality Program at Can Tho University through a 5-point Likert scale questionnaire were quantitatively analyzed. The statistical analysis of the gathered data revealed that all the study participants strongly agreed with the positive impacts of watching English movies on their motivations to learn the target language as well as on their language development. Despite these positive effects, the students also admitted that they inevitably encountered several challenges while learning English through movie-watching, particularly in terms of rapid speech, extensive use of slang, and figurative language in English movies. Based on these research outcomes, possible implications have been further discussed for the effective use of movies in EFL classrooms to support the students’ learning process.

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本描述性研究旨在回答三个主要研究问题，即1)英语专业学生对观看英语电影对其学习动机的影响的看法是什么?2)他们认为看英语电影对他们的语言发展有什么影响?3)学生在通过看电影学习英语时遇到了哪些挑战?为了解决这些关键问题，我们采用李克特5分制问卷对芹苴大学高质量项目英语研究专业175名大一和大三学生的数据进行了定量分析。通过对收集到的数据进行统计分析，所有的研究参与者都强烈同意观看英语电影对他们学习目标语言的动机和语言发展的积极影响。尽管有这些积极的影响，学生们也承认，在通过看电影学习英语的过程中，他们不可避免地遇到了一些挑战，特别是在英语电影中的快速说话、大量使用俚语和比喻语言方面。基于这些研究结果，本文进一步讨论了在英语课堂中有效使用电影以支持学生学习过程的可能意义。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0015/a.p hpt " alt="Hit counter" />

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引用次数: 0

MOTIVATIONAL POWER OF TEXTBOOKS AND OPEN EDUCATIONAL RESOURCES FOR THE TEACHING OF LANGUAGES 教材与开放教育资源对语言教学的激励作用

European Journal of English Language Teaching

Pub Date : 2023-09-12 DOI: 10.46827/ejel.v8i5.5028

Javier Suárez López

The teaching and learning of a second language can be a complex process that is influenced by many different factors among which it is worth mentioning the degree of motivation of the students, their personal interests both present and future, personal or professional; the quality and usefulness of materials or textbooks used in order to teach the language; the students’ own personalities; and the relationships and interactions inside the class, not only among students but also with the teacher. However, combining all these factors at the same time proves to be a complex endeavor as textbooks, often considered a staple for language instruction, encounter limitations in effectively addressing this intricate web of considerations. These limitations, characterized by a constrained repertoire of topics and a format that might not resonate with students' specific needs and inclinations, can potentially dilute the level of intrinsic motivation among students. The present paper seeks to undertake a thorough exploration of the motivation concept and its interplay within the realm of second language acquisition and pedagogy. It aims to dissect the notable impact of instructional materials and textbooks on motivation. In tandem, an investigation will delve into the insights provided by the Common European Framework of Reference for Languages pertaining to the utility of educational resources for second language teaching. Subsequently, a comprehensive assessment will be conducted to juxtapose the topic prevalent in B2 English textbooks with the findings obtained from a survey targeting B2-level English as a second language students. The objective is to discern the extent to which commercial textbooks effectively cater to the needs, interests, and expectations of this specific student population. The final section will discuss the use of Open Educational Resources as a feasible way for both students and teachers to find and use materials that can fulfil their needs and be more motivating.

La enseñanza y el aprendizaje de un segundo idioma pueden ser un proceso complejo que se ve influenciado por diversos factores, entre los cuales vale la pena mencionar el grado de motivación de los estudiantes, sus intereses personales presentes y futuros, personales o profesionales; la calidad y utilidad de los materiales o libros de texto utilizados para enseñar el idioma; las personalidades de los propios estudiantes; y las relaciones e interacciones dentro del aula, no solo entre estudiantes, sino también con el profesor. Sin embargo, combinar todos estos factores al mismo tiempo demuestra ser un esfuerzo complejo, ya que los libros de texto, a menudo considerados como un elemento fundamental para la enseñanza de idiomas, encuentran limitaciones para abordar de manera efectiva esta intrincada red de consideraciones. Estas limitaciones, caracterizadas por un repertorio limitado de temas y un formato que quizás no resuene con las necesidades e intereses específic

第二语言的教学和学习是一个复杂的过程，受许多不同因素的影响，其中值得一提的是学生的动机程度，他们现在和未来的个人兴趣，个人或专业;教学质量:用于教授该语言的材料或教科书的质量和实用性;学生自身的个性;以及课堂内部的关系和互动，不仅是学生之间，还有老师之间。然而，同时结合所有这些因素被证明是一项复杂的努力，因为教科书通常被认为是语言教学的主要内容，在有效地解决这些复杂的考虑方面遇到了限制。这些限制的特点是主题曲目有限，格式可能无法与学生的特定需求和倾向产生共鸣，可能会削弱学生内在动机的水平。本文旨在深入探讨动机概念及其在二语习得和教育学领域的相互作用。本研究旨在剖析教材和教科书对动机的显著影响。与此同时，一项调查将深入探讨《欧洲共同语言参考框架》提供的关于第二语言教学中教育资源利用的见解。随后，将进行一项综合评估，将B2英语教科书中流行的主题与针对B2水平英语作为第二语言学生的调查结果并列。目的是辨别商业教科书在多大程度上有效地迎合了这一特定学生群体的需求、兴趣和期望。最后一节将讨论使用开放教育资源作为一种可行的方法对学生和教师发现和使用材料,可以满足他们的需求,更激励。;/ p> & lt; p>洛杉矶ensenanza y el aprendizaje de联合国segundo语言含量ser联合国proceso维生素,se族ve influenciado行为危险因素,洛杉矶之间哪种淡水河谷拉佩纳mencionar el级de motivacion de los大学生sus利益个人目前y无缝化,个人o强大;材料的使用标准或使用文本的使用标准enseñar el idioma;Las personalidades de los proproos students;我的亲戚是相互交往的密友，没有单独的中心学生，我的同事是教授。在禁运的情况下，将各种因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将基本因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起，将所有因素结合在一起。研究的局限性，特点和条件的局限性，以及研究的有限性，通过研究的形式，如:quizás，没有必要的简历和兴趣，específicos，学生的兴趣，潜在的潜力，motivación intrínseca，校友的兴趣。El presente artículo busca explorar El concepto de motivación y su interacción dentro del ámbito de la adquisición y pedagogía de un segundo idioma。本研究的目的是模拟材料对材料的影响instrucción与材料对材料的影响motivación。在此，请参阅investigarán las puntualizacionones proporcionadas poras el Marco Común欧洲参考资料(para las Lenguas)和relación con la use de los recurso educeducos para (enseñanza de unsegundo idioma)。Posteriormente, se llevara卡波una evaluacion积分对位comparar洛杉矶特马普遍en de texto de los libro单身德含量B2 con洛杉矶resultados obtenidos de una encuesta dirigida大学生de单身科莫segundo的语言或B2。我们的目标是有针对性地进行调查，以便在必要时有效地满足管理人员的需求，兴趣和期望的管理人员的需求población学生的需求específica。sección最后的讨论学生和教授使用实用的材料学习和满足学生和教授的需要más motivadores.</ < < >& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0049/a.p php" alt="Hit counter" />

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引用次数: 0

THE EFFECTS OF TEACHER INTERACTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE 教师互动反馈对英语学生段落写作表现的影响

European Journal of English Language Teaching

Pub Date : 2023-09-03 DOI: 10.46827/ejel.v8i4.5014

Phuong Hong Thi Tu, Van De Phung

This study aims to investigate the effectiveness of using teacher interactive feedback (TIF) on students' paragraph writing performance. Furthermore, it examines students' attitudes towards this strategy. The study took place in a lower secondary school and used both qualitative and quantitative data. Participants were 86 students who were randomly assigned to the experimental group (EG) and the control group (CG). While students in the EG learned to write the paragraph utilizing the TIF, students in the CG learned to write the paragraph using the traditional technique. Before the intervention, students in both groups took a pre-test to gauge their level of writing proficiency. The results were then compared to relevant data. The experiment spanned eight weeks during which a post-test was then administered to students in both groups to evaluate their development, particularly that of the EG. To obtain insights into TIF, questionnaires and semi-structured interviews were conducted. The findings from the study demonstrated a considerable improvement in paragraph writing skills through interactive feedback (IF) and paragraph writing instruction. Additionally, the majority of students showed their enthusiasm towards learning to write using TIF and expected to continue practicing this strategy in the future.

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本研究旨在探讨教师互动反馈(TIF)对学生段落写作绩效的影响。此外，它还考察了学生对这种策略的态度。该研究在一所初中进行，使用了定性和定量数据。参与者为86名学生，随机分为实验组(EG)和对照组(CG)。EG组的学生学习使用TIF来写段落，而CG组的学生学习使用传统的技巧来写段落。在干预之前，两组学生都进行了一个预测试，以评估他们的写作熟练程度。然后将结果与相关数据进行比较。实验持续了八周，在此期间对两组学生进行了后测，以评估他们的发展，特别是EG的发展。为了深入了解TIF，我们进行了问卷调查和半结构化访谈。研究结果表明，通过互动反馈(IF)和段落写作指导，段落写作技巧有了相当大的提高。此外，大多数学生都表现出了学习使用TIF写作的热情，并希望在未来继续实践这一策略。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0017/a.p ppt " alt="Hit counter" />

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引用次数: 0

FACTORS INFLUENCING VIETNAMESE STUDENTS’ CHOICES TO ATTAIN ENGLISH PROFICIENCY STANDARDS IN A UNIVERSITY IN VIETNAM 影响越南学生选择在越南大学达到英语水平标准的因素

European Journal of English Language Teaching

Pub Date : 2023-09-01 DOI: 10.46827/ejel.v8i5.5013

Vo Thien An Tran, Dang Ngoc Diep Nguyen, Duc Trung Nguyen, Hoang Yen Phuong

In the current era of globalization, English is considered a necessary skill for education and work and a criterion for evaluation in recruitment and graduation assessments in many places in Vietnam. According to the project entitled "Teaching and Learning Foreign Languages in the National Education System Phase 2008 - 2020", non-English majored university students must achieve a minimum of Level 3 according to the 6-level Foreign Language Proficiency Framework used in Vietnam. Several universities have diversified their ways to meet these standards to facilitate students in meeting the English language outcomes, allowing students more opportunities to choose ways that are suitable for them. However, this also indicates that various influencing factors will impact students' selection of ways to meet these standards. This research explores the primary ways students choose to fulfill English language standards as stipulated and analyzes the factors influencing the choices of non-English major students in universities in Vietnam. Article visualizations:

在当今全球化时代，英语被认为是教育和工作的必要技能，在越南许多地方，英语被视为招聘和毕业评估的评估标准。根据项目名称“2008 - 2020年国家教育系统外语教学”，根据越南使用的六级外语能力框架，非英语专业的大学生必须达到至少3级。一些大学已经采取了多样化的方法来满足这些标准，以帮助学生达到英语语言成绩，让学生有更多的机会选择适合他们的方法。然而，这也表明，各种影响因素会影响学生对满足这些标准的方式的选择。本研究探讨了学生选择符合规定的英语语言标准的主要方式，并分析了影响越南大学非英语专业学生选择的因素。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0019/a.p php" alt="Hit counter" />

引用次数: 0

THE EFFECTS OF MIND MAPPING AT WHILE-READING STAGE ON EFL STUDENTS’ READING COMPREHENSION AT A LOCAL HIGH SCHOOL IN KIEN GIANG PROVINCE, VIETNAM 随读阶段思维导图对越南江省一所地方高中英语学生阅读理解的影响

European Journal of English Language Teaching

Pub Date : 2023-08-31 DOI: 10.46827/ejel.v8i4.5012

Quynh Lan Thi Nguyen, Huan Buu Nguyen

There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented.

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思维导图作为一种提高学生阅读理解能力的有效工具，越来越受到人们的关注。然而，在越南语语境下，研究思维导图在阅读阶段对学生阅读理解的影响的研究很少。因此，本文研究了思维导图对高一学生阅读理解的影响以及他们对思维导图的态度。本研究的参与者包括江省一所当地学校的60名学生。本文讨论的数据包括测试和访谈。研究结果表明，在阅读文本教学过程中使用思维导图具有中等影响。提出了对教师和学校管理人员的教学启示。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0019/a.p php" alt="Hit counter" />

引用次数: 1

THE EFFECTS OF USING VIDEOS IN ENGLISH SPEAKING LESSONS ON HIGH SCHOOL STUDENTS' SPEAKING PERFORMANCE, KIEN GIANG PROVINCE, VIETNAM 在英语口语课中使用视频对高中生口语表现的影响，江省，越南

European Journal of English Language Teaching

Pub Date : 2023-08-31 DOI: 10.46827/ejel.v8i4.5011

Thuy Hong Thi Dinh, Van De Phung

Students' speaking abilities are widely thought to play an important role in speaking classes and high school English teachers endeavor to improve their students' speaking performance. The purpose of the current study was to examine whether incorporating videos before and after speaking sessions had a substantial impact on students’ speaking development. The participants were 78 high school students in Kien Giang province. The study used a quasi-experimental mixed-methods design. The participants were organized into two groups: the control group and the experimental group. Both groups underwent a pre-test to check group homogeneity and for later comparison. The students in the experimental group participated in the speaking class where video integration was introduced at the beginning and end of each lesson whereas the students in the control group attended regular speaking classes. The intervention lasted for twelve weeks. A posttest was then given to students of the two groups to check progress in speaking performance. Furthermore, the attitudes of the students in the experimental group were measured using Likert-style questionnaires and semi-structured interviews. Data collected from the pre-test, post-test, and questionnaire were subjected to analysis via SPSS. The findings of the study indicate that the application of videos in speaking classes significantly influenced students' speaking performance. Additionally, students show positive attitudes towards using videos in their speaking classes.

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学生的口语能力被广泛认为在口语课堂中起着重要的作用，高中英语教师努力提高学生的口语表现。本研究的目的是检验在演讲前后播放视频是否对学生的口语发展有实质性的影响。参与者是建江省的78名高中生。本研究采用准实验混合方法设计。参与者被分为两组:对照组和实验组。两组都进行了前测，以检查组的同质性和后期比较。实验组学生参加在每节课开始和结束时引入视频整合的口语课，而对照组学生参加常规的口语课。干预持续了12周。然后对两组学生进行后测，检查他们在口语表现上的进步。此外，实验组学生的态度采用李克特式问卷和半结构化访谈进行测量。前测、后测和调查问卷收集的数据通过SPSS进行分析。研究结果表明，在口语课堂中使用视频对学生的口语表现有显著影响。此外，学生对在口语课上使用视频表现出积极的态度。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0053/a.p php" alt="Hit counter" />

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引用次数: 0

EFL TEACHERS’ PERCEPTIONS OF YOUNG LEARNERS’ ENGAGEMENT IN LISTENING LESSONS 英语教师对年轻学习者参与听力课程的看法

European Journal of English Language Teaching

Pub Date : 2023-08-25 DOI: 10.46827/ejel.v8i4.5007

Nguyen Thi Diem Kieu, Luu Nguyen Quoc Hung

In the context of EFL learning and teaching, listening skill is believed to be the most challenging of the four language skills due to typical challenges. Engaging learners in listening lessons is the desirable goal of most teachers to enhance the learners’ listening performance and success. To keep young learners engaged in their learning, teachers need to implement various engaging techniques to increase learner engagement. This study aims to explore EFL teachers’ perceptions of their young learner engagement through the three main aspects of behavioral engagement, cognitive engagement, and emotional engagement. The descriptive method was employed with 78 teachers of young learners in different foreign language centers in Mekong Delta in Vietnam. The results revealed that learning engagement in listening lessons is relatively emphasized, especially in the aspect of behavioral and cognitive engagement. Several important engaging techniques were suggested as effective ways to improve learners’ listening performance.

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在英语学习和教学的背景下，听力技能被认为是四种语言技能中最具挑战性的，因为它具有典型的挑战。让学习者参与到听力课堂中是大多数教师提高学习者听力表现和听力成功的理想目标。为了保持年轻学习者对学习的投入，教师需要实施各种参与技巧来提高学习者的参与度。本研究旨在从行为投入、认知投入和情感投入三个主要方面探讨英语教师对年轻学习者投入的看法。采用描述性研究方法，对越南湄公河三角洲地区不同外语中心的78名幼儿教师进行了调查。结果表明，听力课的学习投入是比较被重视的，尤其是在行为投入和认知投入方面。本文提出了几种重要的参与技巧，作为提高学习者听力表现的有效方法。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0036/a.p php" alt="Hit counter" />

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引用次数: 0

THE EFFECTS OF QUESTIONING AS PRE-READING ACTIVITY ON EFL GRADE 12 STUDENTS’ CRITICAL THINKING IN READING CLASSES IN KIEN GIANG, VIETNAM 提问作为阅读前活动对12年级学生阅读课批判性思维的影响

European Journal of English Language Teaching

Pub Date : 2023-08-17 DOI: 10.46827/ejel.v8i4.4999

Trinh Doan Thi Nguyen, Huan Buu Nguyen

Research has indicated that questioning is used as an interactive way to engage students in learning English as a foreign or second language. In particular, rooted in Socratic philosophy, this strategy involves students in thinking and communicating ideas and knowledge to others for effective learning. However, teacher questioning in English classroom context in higher education in Viet Nam has not received much attention. Moreover, classroom questioning and teachers’ perceptions of this instructional practice facilitating students’ critical thinking in English major classes remained scarce. Therefore, this study aims to investigate the effects of questioning as pre-reading activity on students’ critical thinking in EFL reading classes. The participants in this study were 80 grade 12 students of the two classes at a high school, in Kien Giang province. Data collection in this study includes pre-tests, post-tests, questionnaires, and interviews. The findings from this study indicate that the implementation of questioning as a pre-reading activity by students in the experimental group yielded positive effects on students’ critical thinking in reading classes. Pedagogical implications for teachers and school administrators are made.

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研究表明，提问是一种互动的方式，可以吸引学生将英语作为外语或第二语言来学习。特别是，这种策略植根于苏格拉底哲学，让学生思考并与他人交流思想和知识，以实现有效的学习。然而，越南高等教育英语课堂中的教师提问问题并没有受到太多的关注。此外，在英语专业课堂上，课堂提问和教师对这种教学实践促进学生批判性思维的看法仍然很少。因此，本研究旨在探讨在英语阅读课堂上，提问作为阅读前活动对学生批判性思维的影响。本研究以江西省某高中两班共80名12年级学生为研究对象。本研究的数据收集包括前测、后测、问卷调查和访谈。本研究结果表明，实验组学生将提问作为阅读前的一项活动，对学生在阅读课上的批判性思维产生了积极的影响。对教师和学校管理人员的教学意义<强;& lt; / strong> & lt; / p> & lt; p>& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0059/a.p php" alt="Hit counter" />

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引用次数: 0

BLENDING DIFFERENT METHODOLOGIES IN THE ACTION-ORIENTED APPROACH 在面向行动的方法中混合不同的方法

European Journal of English Language Teaching

Pub Date : 2023-08-10 DOI: 10.46827/ejel.v8i4.4984

Ismail Ipek, Ahmet Acar

The goal of training social actors in language teaching set by CEFR (CoE, 2001) (Common European Framework of Reference for Languages) has shifted the ultimate goal of language teaching from training successful communicators to training social actors who have the ability to carry out social actions in and/or outside the classroom, which gave rise to a new approach called the action-oriented approach (AoA) in language teaching. One of the unique characteristics of the AoA is that it combines or blends the previous methodological matrices in coherence and synergy. While there are different definitions of blended learning in the literature, this article focuses on one version of blended learning, which is combining or blending different methodologies within the framework of the action-oriented approach (AoA).

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CEFR (CoE, 2001) (Common European Framework of Reference for Languages)设定的语言教学中培养社会行动者的目标，将语言教学的最终目标从培养成功的交际者转变为培养有能力在课堂内外进行社会行动的社会行动者，从而产生了一种新的语言教学方法，称为行动导向方法(AoA)。AoA的独特特征之一是它结合或混合了以前的方法矩阵的一致性和协同性。虽然文献中对混合式学习有不同的定义，但本文主要关注混合式学习的一个版本，即在面向行动的方法(AoA)的框架内结合或混合不同的方法。& lt; / p> & lt; p> & lt; strong>文章可视化:< < <img src="/-counters-/soc/0037/a.p php" alt="Hit counter" />

引用次数: 0