讨论式教学在大学英语写作教学中的实验研究.docx

该【讨论式教学在大学英语写作教学中的实验研究 】是由【wz_198613】上传分享，文档一共【3】页，该文档可以免费在线阅读，需要了解更多关于【讨论式教学在大学英语写作教学中的实验研究 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。讨论式教学在大学英语写作教学中的实验研究
Abstract
In the past years, the traditional teaching mode of lectures has been the main method for teaching English writing in universities. However, nowadays, a new teaching mode, discussions, has gradually been accepted and practiced, as it can stimulate students' enthusiasm for learning, improve their critical thinking abilities, and enhance their writing skills. This research aims to explore the effectiveness of discussion-based teaching in college English writing classes. A pre- and post-test experiment was conducted on 50 students in a college in China to evaluate the students’ writing abilities before and after the discussion-based teaching. The result shows that the discussion-based teaching mode is an effective approach to improving the quality of English writing in college.
Introduction
As one of the important components of English learning, writing has always been a challenge for Chinese students whose mother tongue is not English. The traditional teaching mode of lectures has been the main method for teaching English writing in universities. However, in recent years, discussion-based teaching has gradually been accepted and practiced, as it can stimulate students' enthusiasm for learning, improve their critical thinking abilities, and enhance their writing skills.
The discussion-based teaching mode aims to create an interactive and student-centered learning environment, where students can express their opinions and thoughts freely. In this mode, the teacher acts as a facilitator, guiding the discussion and encouraging students to participate in learning actively. Students are also encouraged to communicate with each other, ask questions, and share their experiences.
This research aims to explore the effectiveness of discussion-based teaching in college English writing classes. A pre- and post-test experiment was conducted on 50 students in a college in China to evaluate the students’ writing abilities before and after the discussion-based teaching.
Literature Review
The traditional teaching mode of lectures has been criticized because it often leads to a passive and uninterested attitude towards learning, which could negatively affect students' academic performance (Biggs, 2003). On the other hand, the discussion-based teaching mode offers a number of advantages for students and teachers alike.
First, students are actively involved in their own learning; they can express their opinions, share their ideas, and ask questions without fear of judgment. This enhances students' engagement in the learning process, promoting their critical thinking and problem-solving skills. Moreover, students are encouraged to learn from their peers, building a sense of community in the classroom.
Second, discussion-based teaching helps students to develop a deep understanding of the course content. Through critical analysis and reflection, students can absorb the knowledge more effectively, improving their long-term retention of the material (Barkley, Cross, & Major, 2021).
Finally, discussion-based teaching is adaptable to different learning styles, allowing students to develop their own unique writing style, which is important for effective communication.
Methodology
Participants
The participants were 50 college students enrolled in an English writing course at a college in China. The students were randomly assigned to two groups: a control group and an experimental group.
Materials
Students in both groups received a pre-test and a post-test to evaluate their writing abilities. The writing prompt was the same for both tests, and the essays were graded by two experienced English writing teachers using the same rubric.
Procedure
The control group received the traditional lecture-based teaching, and the content of the course was the same as that of the experimental group. The experimental group received a discussion-based teaching mode, which included structured group discussions, peer tutoring, and feedback, which lasted 10 weeks.
Data Collection and Analysis
The collected data was analyzed using SPSS software version . The data was analyzed using a two-way ANOVA, with pre-test scores and groups as independent variables and post-test scores as the dependent variable. Statistical significance was set at p < .
Results
The results of the study showed that students in the experimental group had a significantly higher score on the post-test than those in the control group (F(1,48) = , p = ). The average post-test score for the experimental group was , while that of the control group was . The results suggest that the discussion-based teaching mode is an effective approach to improving the quality of English writing in college.
Discussion
The study found that the discussion-based teaching mode had a positive impact on student writing abilities. Students in the experimental group had a significantly higher score on the post-test than those in the control group. This can be attributed to the interactive and student-centered nature of the discussion-based teaching mode. In the experimental group, students were encouraged to express their opinions, share their ideas, and ask questions, which helped to stimulate their interest in learning and improve their writing abilities.
In addition, the discussion-based teaching mode also allows for a more diverse range of student experiences to be shared, which can help students to broaden their perspectives and gain a deeper understanding of the course content. Furthermore, the teacher can provide guidance in real-time and offer immediate feedback, which can help students to correct their mistakes and consolidate their knowledge more efficiently.
Conclusion
The results of the study suggest that the discussion-based teaching mode is an effective approach to improving the quality of English writing in college. The study provides support for the use of discussion-based teaching in English writing courses; it is better than the traditional lecture-based teaching mode. This teaching mode creates an interactive and student-centered learning environment, which can stimulate students' enthusiasm for learning, improve their critical thinking abilities, and enhance their writing skills. Suggestions for further research could include exploring the use of different topics and writing prompts to assess the discussion-based teaching mode’s adaptability to different contexts and diverse student groups.