A Study on the Application of Interactive English‐Teaching Mode under Complex Data Analysis

Xu, Dongyang; Tsai, Sang‐Bing

doi:10.1155/2021/2675786

Cited by 17 publications

(11 citation statements)

References 29 publications

(25 reference statements)

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“…This is following the previous research done which found that integrating technology and reinforcing ICT in language classes had a significant impact on learning enhancement (Asad et al. , 2021; Xu and Tsai, 2021; Fu, 2013). In the Internet era, students have more access to extensive, genuine, rich and lively resources (Wang and Liu, 2015; Wang et al.…”

Section: Discussionsupporting

confidence: 84%

“…The global education system reinforced the use of ICT in language classes, therefore; many teachers and educators have integrated technology, including the World Wide Web (WWW), into their teaching (Asad et al. , 2021; Xu and Tsai, 2021; Fu, 2013). However, there has been a lack of studies conducted to provide educators with a tangible answer to the perfect way to integrate teaching/learning methods.…”

Section: Literature Reviewmentioning

confidence: 99%

“…With regard to translation in the context of EFL learning, many researchers have claimed that using an integrative method of teaching translation is the best strategy for teaching and learning English (Almahasees and Qassem, 2021;Alikina et al, 2019;Gibar, 2018;Gavrilenko, 2018). The global education system reinforced the use of ICT in language classes, therefore; many teachers and educators have integrated technology, including the World Wide Web (WWW), into their teaching (Asad et al, 2021;Xu and Tsai, 2021;Fu, 2013). However, there has been a lack of studies conducted to provide educators with a tangible answer to the perfect way to integrate teaching/learning methods.…”

Section: Empirical Studies On Web-based Translation Learningmentioning

confidence: 99%

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The effects of web-based language learning on university students' translation proficiency

Muftah

2022

JARHE

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PurposeWeb-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.Design/methodology/approachThe study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.FindingsThe findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.Practical implicationsThe findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.Originality/valueThe findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

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Section: Discussionsupporting

confidence: 84%

Section: Literature Reviewmentioning

confidence: 99%

Section: Empirical Studies On Web-based Translation Learningmentioning

confidence: 99%

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The effects of web-based language learning on university students' translation proficiency

Muftah

2022

JARHE

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“…Network Foundation. In college English teaching, the weak English foundation of students has always been a difficult point of teaching and a major causal factor that hinders English teachers from improving the quality of teaching [9]. In the offline classroom, due to the limitation of teaching time and teachers' energy, only uniform teaching contents can be designed, and differentiated teaching methods are more difficult to implement in reality.…”

Section: Rational Design Of Teaching Contents Based On Mobilementioning

confidence: 99%

The Innovation of Blended Teaching Mode of College English in Mobile Network Environment

Ren

2022

Mathematical Problems in Engineering

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With the rapid development of economic globalization, a new type of mobile learning mode has emerged. Currently, the life of contemporary college students is inseparable from cell phones and computers, and such electronic devices are considered the important medium of mobile learning in the second classroom. In the process of education reform and “Internet +” integration, the blended teaching mode relying on the mobile network environment is favored by college English teachers. Furthermore, to improve the quality of English teaching, English teachers use the flipped classroom format to fully integrate the traditional classroom with online courses. In such format, a comprehensive, diversified assessment and evaluation system is built effectively. Specifically, starting from the current situation of college English teaching, the article analyzes and researches the flipped classroom hybrid teaching mode in four aspects to provide reference values for related scholars. Considering mentioned characteristics and advantages, the necessity and feasibility of adopting mobile learning mode in the second classroom teaching of college English are analyzed in this paper. Meanwhile, the application mode of specific devices for better learning is considered for better learning.

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“…A lot of research has also been carried out on the research of English teaching methods [10]. Xu and Tsai [11] took the difficulties in college students English vocabulary learning as the research breakthrough point; they analyzed the relationship between college students and electronic media and the impact of interactive teaching mode on college students' vocabulary memory. At the same time, they studied the theory of multimedia-based interactive English teaching mode and intervention model for English learning adaptation.…”

Section: Introductionmentioning

confidence: 99%

A Method Design of English Teaching System Based on Video Feedback Method

Gou²

2022

Scientific Programming

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The traditional English teaching mode is that the teacher simply imparts textbook knowledge and students understand and absorb it. However, this method has obvious problems; that is, it is difficult to ensure that students can quickly understand the content taught and cannot get fast feedback. The video feedback method is a method of English teaching combined with audiovisual technology. Teachers can use video technology to record key English knowledge through video and then give feedback and explain the learning through video. At the same time, the intelligent video feedback system teaching method will greatly improve the teaching quality of English classroom and make students’ learning more fun. This paper mainly designs the English teaching system based on the video feedback method and finally realizes the intelligent feedback scheme of the English teaching system. Firstly, the neural network method, classification method, and video shooting technology are used to extract and predict the characteristics of students’ classroom expressions, speech, and so on, and analyze through the video feedback system of English classroom. The research results show that the classification method proposed in this study can better complete the body movements such as student expressions and speech collected by the English teaching system, and the neural network method can more accurately predict and feed back the teaching content through the video feedback method with the largest error. It was only 2.98%, and the linear correlation also reached more than 0.98. The minimum error of the video feedback information is only 0.95%, and the prediction errors of the other two kinds of English classroom information are also 2%. The classification and prediction of intelligent video feedback information have achieved good results.

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A Study on the Application of Interactive English‐Teaching Mode under Complex Data Analysis

Cited by 17 publications

References 29 publications

The effects of web-based language learning on university students' translation proficiency

The effects of web-based language learning on university students' translation proficiency

The Innovation of Blended Teaching Mode of College English in Mobile Network Environment

A Method Design of English Teaching System Based on Video Feedback Method

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