TSCA on Students' Ability Toward Writing in Blended Learning of College English
Vol 6, Issue 5, 2023
VIEWS - 547 (Abstract) 34 (PDF)
Abstract
English writing is an important output skill cultivated in college English courses. And in the age of informationization, college English writing teaching relies on the support of information technology. In order to cope with the solution of this dilemma, Production-Oriented Approach(POA) proposes Teacher-Student Collaborative Assessment (TSCA), which creates a new form of assessment. Through TSCA, teachers can not only alleviate the heavy teaching load, but also fully tap the network resources to efficiently use students' time before, during and after class to maximize and optimize the teaching effect. In this paper, the teaching concept of TSCA is used to conduct writing teaching experiments, to study and analyze the writing ability of students who write effectively, so as to provide insights for the practice of English writing teaching.
Keywords
Full Text:
PDFReferences
1. Bachman, L.F., & Palmer, A.S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford: Oxford University Press.
2. Chen XM. (2000). Qualitative Research Methods and Social Science Research. Beijing: Education Science Press.
3. Chen JL. (2004). Theoretical Connotation of University English Networked Teaching and Its Application Analysis. Foreign Language E-learning, (6):27-31.
4. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching and assessment. Cambridge: Cambridge University Press.
5. Chen JL & Jia ZX. (2017). Exploratory Research on Informatized Foreign Language Learning in the Era of Big Data. Electronic Teaching of Foreign Languages, 4, 3-8.
6. Hayes, R. (2012). Modeling and remodeling writing. Written Communication, 29 (3), 369-388.
7. Ji CD. (2022). Research on the Application of Artificial Intelligence in College English Teaching under Informationization Environment. Journal of Changchun Normal University, 7, 164-165.
8. Pan MW & Zou S. (2020). A study of the Chinese English proficiency scale-writing proficiency scale. Beijing: Higher Education Press.
9. Qiao SX. (2011). Implications of the Western Concept of Effective Teaching for Foreign Language Teaching in China. Education Exploration, (11):158-159.
10. Qi YJ. (2015). Research on Effective Teaching and Formation Mechanism of English Classroom under the Perspective of Dialogue: Classroom Observation and Comparative Analysis Based on the Foreign Language Teaching Competition of National Colleges and Universities. Shanghai International Studies University, 9-12.
11. Wang SR & Wang HX. (2011). A survey on the status quo of university English teaching in China's colleges and universities and the direction of reform and development of university English teaching. China Foreign Language, 5, 4-11.
12. Wen QF. (2015). Building a theoretical system of "production-oriented approach". Foreign Language Teaching and Research, 4, 547-558.
13. Shuang DF. (2001). On the functions and goals of foreign language classroom teaching. Foreign Languages and Foreign Language Teaching , 1:5-8.
14. Song H. (2016). A Comparative Study of Online Intelligent Scoring and Teacher's Manual Scoring of College English Writing. Education Modernization , 13, 72-73.
15. Sun SG. (2020). Optimization of teacher-student cooperative evaluation in output-oriented approach: a dialectical study (in English). Chinese Journal of Applied Linguistics, 03, 305-322.
DOI: https://doi.org/10.24294/ijmss.v6i5.2639
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.