Impact of Humorous Chinese-Teaching Videos and Echo Method on Teaching Chinese Language: A Case Study of Vietnamese Students

Do, Hai-Dung; Wen, Ju May; Huang, Shihping Kevin

doi:10.1007/s40299-021-00622-5

Cited by 4 publications

(3 citation statements)

References 35 publications

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“…In China, various teaching methods, theories, and models have been proposed, such as intercultural communicative language teaching, task-based language teaching, and teaching with humorous videos. While these approaches have demonstrated effectiveness in improving language learning outcomes (Bui & Tai, 2022; Do et al, 2021; Tran & Duong, 2018), they may not always be suitable for Chinese English teaching due to specific considerations. In many cases, the primary goal for Chinese learners is to achieve high scores in exams rather than focusing on practical language usage.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

Zeng,

Xu,

Gao

2024

Sage Open

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This study aims to investigate the effectiveness of explicit information (EI) in the context of Processing Instruction (PI) as an alternative to traditional teaching methods. PI encompasses explicit information and structured input activity (SI). However, the effectiveness of EI has been a subject of debate. To address this question, grade-7 students were divided into three groups: the complete Processing Instruction group, the explicit information only group, and the structured input activity only group. Following pre-tests and the implementation of different teaching instructions on English passive voice, the scores of the participants were analyzed for the immediate post-test and delayed post-test. The results suggested that although EI did not accelerate the acquisition of the form-meaning connection of English passive voice, it was beneficial for final performance similar to SI. The complete Processing Instruction, however, proved to be the most effective. This study suggests a possible association between the effectiveness of EI and the relative difficulty of the target item for language learners.

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Section: Discussionmentioning

confidence: 99%

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

Zeng,

Xu,

Gao

2024

Sage Open

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“…Classroom discourse includes teacher discourse, student discourse, silence, and discussion (Jiang et al, 2018). In general, teachers' discourse dominates classroom conversations, is authoritative, contributes to the transmission of knowledge in the classroom, and influences the structure of authority (Scott, 1998;Ng et al, 2021) and classroom effectiveness (Guo and Xia, 2021), and humorous language contributes to student learning (Do et al, 2022).…”

Section: Overview Of the Literature 21 Audible Teaching Language And ...mentioning

confidence: 99%

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Introductionmentioning

confidence: 99%

A comparative study of high school mathematics teachers’ audible teaching language: A student satisfaction perspective

Jiang

Zhang²,

Ruan³

et al. 2023

Front. Psychol.

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Teachers’ audible teaching language is essential for organizing classroom instruction. This study used a questionnaire to compare expert, skilled, and novice high school mathematics teachers’ audible teaching language from the perspective of student satisfaction. The sample was selected using a purposive sampling technique, and the participants were students from a key high school in Changsha, China. A research framework and research instrument with good reliability and validity were constructed for this study. The data were analyzed using SPSS 22.0 and AMOS 22.0. The results showed 263 valid questionnaires, good measurement model fit, and high reliability and validity of the questionnaire. It was found that: (1) students were highly satisfied with the audible teaching language of high school mathematics teachers; (2) student satisfaction with the audible teaching language of skilled, expert, and novice mathematics teachers declined in order, but there was no significant difference overall; (3) students were more satisfied with expert mathematics teachers than with novice teachers in terms of the tone and adaptability of the audible teaching language. The researchers discussed the study’s results, suggested how pre-service and post-service mathematics teachers can improve the quality of their audible teaching language, and pointed out the value and limitations of the study.

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Impact of Humorous Chinese-Teaching Videos and Echo Method on Teaching Chinese Language: A Case Study of Vietnamese Students

Cited by 4 publications

References 35 publications

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

The Effect of Explicit Information in Processing Instruction on Middle School Students’ Acquisition of English Passive Voice

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

A comparative study of high school mathematics teachers’ audible teaching language: A student satisfaction perspective

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