Authentic mobile learning in higher education
英语作文表现性评价案例
英语作文表现性评价案例Title: Assessing English Composition Skills Through Performance-Based Evaluation.In the realm of language education, evaluatingstudents' English composition skills is crucial for assessing their proficiency and progress. Performance-based evaluation (PBE) offers a dynamic and authentic approach to assessing writing abilities, focusing on real-world tasks and student-centered outputs. This essay explores a case study of PBE in English composition, highlighting its implementation, challenges, and benefits.Case Study Implementation.In this performance-based evaluation case, students were asked to complete a writing task that模拟了真实生活中的场景。
Specifically, they were challenged to write a persuasive essay arguing for or against a particular policy change in their school. This task required them to identifya relevant issue, conduct research, analyze perspectives, and craft a coherent argument supported by evidence.The evaluation process began with a brief introduction to the task, outlining the requirements and expectations. Students were then given time to plan and draft their essays, which were subsequently reviewed and revised by peers and teachers. The final stage involved a presentation where students had to deliver their essays to a class audience, defending their positions and responding to questions.Challenges Encountered.During the implementation of this PBE approach, several challenges emerged. Firstly, some students struggled with the open-ended nature of the task, finding it difficult to identify a suitable topic and frame it within the context of school policy. This required additional guidance and brainstorming sessions to stimulate their thinking.Secondly, the peer review and revision process wasinitially met with resistance from some students, who were uncomfortable with receiving feedback from their peers. However, through facilitation and modeling effective review techniques, they gradually warmed up to the idea and began to appreciate the learning opportunities it presented.Lastly, the presentation phase was a significant challenge for some students, who were nervous about speaking in front of their peers. To address this, teachers provided support and encouragement, emphasizing the learning aspect of the presentation rather than focusing solely on grades.Benefits Realized.Despite these challenges, the performance-based evaluation approach yielded significant benefits. Firstly, it fostered a more authentic and engaging learning environment where students were actively involved in real-world tasks that were relevant to them. This increasedtheir motivation and engagement, leading to a more meaningful learning experience.Secondly, PBE promoted higher-order thinking skills such as critical thinking, problem-solving, and decision-making. By requiring students to identify issues, conduct research, and craft persuasive arguments, they were able to develop these skills and apply them to real-world situations.Thirdly, the peer review and revision process helped students develop a growth mindset, encouraging them to embrace feedback and use it to improve their writing. This collaborative learning approach also fostered a sense of community where students supported and learned from each other.Finally, the presentation phase helped students develop public speaking skills and confidence. By delivering their essays to a class audience, they learned to effectively communicate their ideas and arguments, which is a crucial skill in many professions.Conclusion.In conclusion, performance-based evaluation of English composition skills is an effective approach that promotes authentic learning, higher-order thinking, andcollaborative learning. It challenges students to engage with real-world tasks, develop their writing abilities, and refine their communication skills. While implementation may pose some challenges, the benefits realized far outweigh the difficulties encountered. By embedding PBE into the English composition curriculum, educators can foster a more engaging, meaningful, and skills-oriented learning environment for their students.。
手机是否可以取代上学英语作文
手机是否可以取代上学英语作文英文回答：The role of technology in education has been a topic of ongoing debate in recent years. As smartphones become increasingly ubiquitous, some have questioned whether they could potentially replace traditional classroom learning, particularly in subjects such as English. While mobile devices offer certain advantages, they also havelimitations that make them unsuitable as a complete substitute for formal instruction.One of the main benefits of using smartphones for language learning is their accessibility and convenience. With a smartphone, students can access a wide range of educational resources and apps anytime, anywhere. They can also connect with native speakers and language partners around the world, providing opportunities for authentic communication. Additionally, smartphones allow for personalized learning experiences, as students can tailortheir studies to their individual needs and learning styles.However, there are also several drawbacks to using smartphones as the primary means of English instruction. Firstly, the lack of face-to-face interaction with ateacher can limit the effectiveness of learning. In a traditional classroom setting, teachers can provide real-time feedback, answer questions, and facilitate discussions, which are essential for language acquisition. Smartphones lack this interactive element, which can make it difficult for students to fully grasp complex concepts and develop fluency.Secondly, smartphones can be distracting. The constant notifications, apps, and social media platforms can easily divert students' attention away from their studies. Thiscan hinder their ability to focus and retain information.In a classroom setting, students are less likely to be distracted by external stimuli and are more focused on the lesson at hand.Finally, smartphones lack the structure andaccountability that are inherent in formal education. In a traditional classroom, students are expected to attend classes regularly, complete assignments, and participate in discussions. This structure helps to motivate students and ensure that they are making progress. Smartphones, on the other hand, provide a more unstructured learning environment, which can make it difficult for students to stay motivated and accountable for their own learning.In conclusion, while smartphones can be a valuable supplement to traditional English instruction, they are not a suitable replacement for formal classroom learning. Smartphones offer convenience, accessibility, and personalized learning experiences, but they lack the interactive element, structure, and accountability that are essential for effective language acquisition. Therefore, it is important for educators and students to use smartphones as a complementary tool to enhance language learning, rather than as a complete substitute for traditional instruction.中文回答：随着智能手机变得越来越普及，人们开始质疑它们是否可以取代传统的课堂教学，特别是在英语等学科中。
高中的我和大学的我对比英语作文
高中的我和大学的我对比英语作文全文共3篇示例，供读者参考篇1High School Me vs. College MeWhen I think back to my high school days, I can't help but marvel at how much I have grown and changed since then. As a high school student, I was eager and full of energy, but also a bit naive and uncertain about the future. Now, as a college student, I feel more confident, independent, and ready to take on whatever challenges come my way. The differences between high school me and college me are stark, but they have all contributed to my personal growth and development.One of the biggest differences between high school me and college me is my level of responsibility. In high school, my parents were always there to remind me about deadlines, check my homework, and make sure I was on track with my studies. However, in college, I am completely responsible for managing my time, completing assignments, and staying organized. I have learned to prioritize my tasks, set goals, and take control of myown academic destiny. This newfound sense of responsibility has made me more disciplined and focused in my studies.Another major difference between high school me and college me is my social life. In high school, I was surrounded by the same group of friends and classmates every day, so making new connections was a bit challenging. However, in college, I have been exposed to a diverse group of people from different backgrounds, cultures, and interests. I have made friends who have broadened my perspectives and exposed me to new experiences. College has taught me the importance of networking, building relationships, and adapting to different social situations.Academically, high school me was focused on getting good grades and following the rules. I was more concerned with memorizing information for exams and meeting my teachers' expectations. In college, I have learned to think critically, ask questions, and challenge conventional wisdom. I have developed a deeper understanding of my field of study and have embraced the intellectual curiosity that comes with higher education. College has encouraged me to be more creative, innovative, and open-minded in my approach to learning.In terms of personal growth, high school me was still figuring out my identity and values. I was easily influenced by my peers and the media, and I struggled with self-confidence and self-esteem. College has been a transformative experience that has allowed me to explore my interests, discover my strengths, and define my own beliefs. I have become more self-assured, assertive, and authentic in expressing myself. College has taught me to be more resilient, adaptable, and self-aware in navigating life's challenges.Overall, the transition from high school me to college me has been a journey of self-discovery, growth, and transformation.I have come a long way from the young, inexperienced student I once was, and I am excited to see where the future will take me. College has shaped me into a more mature, confident, andwell-rounded individual, and I am grateful for the opportunities and experiences that have helped me become the person I am today. I look forward to continuing to learn, grow, and evolve as I embark on the next chapter of my life.篇2Comparison between My High School and University SelvesAs I look back on my journey from high school to university, I can't help but notice the significant changes and growth that have occurred in me. The transition from high school to university marked a new chapter in my life, and the differences between my high school and university selves are clear and distinct.In high school, I was much more sheltered and dependent on my teachers and parents for guidance and support. I followed a set schedule of classes, homework, and extracurricular activities, and my life was largely structured and dictated by others. I had a limited exposure to the world outside of my school and community, and my perspectives and beliefs were shaped by the people and environment around me.However, university has been a transformative experience for me in many ways. It has opened my eyes to a world of possibilities and opportunities, and has forced me to think critically and independently. In university, I am responsible for managing my own time, making my own decisions, and taking charge of my own education. I have been exposed to a diverse range of ideas, cultures, and viewpoints, which have broadened my horizons and challenged my beliefs.One of the biggest differences between my high school and university selves is in terms of independence and self-reliance. In high school, I relied heavily on others for guidance and support, but in university, I have learned to rely on myself and take responsibility for my own success. I have become more independent, self-assured, and confident in my abilities, and I have learned to trust in my own judgment and decisions.Another difference between my high school and university selves is in terms of academic rigor and challenge. In high school, I was able to coast through with minimal effort and still achieve good grades, but in university, I have been pushed to work harder, think more critically, and perform at a higher level. The coursework is more demanding, the expectations are higher, and the competition is fiercer, but I have risen to the challenge and have thrived in this more rigorous academic environment.Furthermore, my social and personal growth in university has been immense compared to my high school self. In high school, I was more reserved, introverted, and hesitant to step out of my comfort zone. However, in university, I have become more outgoing, sociable, and confident in social situations. I have made new friends, joined clubs and organizations, and engagedin activities that have helped me to develop my interpersonal skills and build my social network.In conclusion, the differences between my high school and university selves are vast and profound. The transition from high school to university has been a period of growth, change, and self-discovery for me, and I am grateful for the experiences and opportunities that have shaped me into the person I am today. I am excited to continue on this journey of personal and academic growth, and I look forward to the future with confidence and optimism.篇3High School Me vs College MeWhen I look back on my high school self and compare it to who I am now in college, I can't help but notice the immense growth and changes that have taken place. From my mindset to my goals, everything seems to have evolved in a positive direction. In this essay, I will outline some of the key differences between my high school self and my college self.One of the most noticeable differences is my attitude towards academics. In high school, I was a diligent student who focused solely on getting good grades. I would spend hoursstudying and completing assignments, often sacrificing social events and hobbies in the process. However, in college, I have adopted a more balanced approach to my studies. While I still value academic success, I now realize the importance of taking breaks and pursuing other interests. This has not only improved my mental health but has also allowed me to perform better in my classes as well.Another significant change has been my social life. In high school, I was quite shy and reserved, preferring to stick to a close-knit group of friends. I was hesitant to try new things or branch out socially. However, in college, I have become much more outgoing and adventurous. I have made friends from different backgrounds and have participated in various extracurricular activities. This has helped me broaden my horizons and develop invaluable social skills that will benefit me in the future.Furthermore, my independence has grown exponentially since entering college. In high school, I relied heavily on my parents for support and guidance. I would seek their approval for every decision I made and was hesitant to take risks on my own. However, in college, I have learned to trust my instincts and make decisions independently. Whether it is choosing a major,planning my schedule, or handling personal finances, I am now much more confident in my ability to navigate the complexities of adulthood.Finally, my goals and aspirations have shifted significantly since high school. In my teenage years, I was unsure of what I wanted to do with my life and was hesitant to dream big. However, college has opened my eyes to a world of possibilities and has inspired me to aim higher. I now have a clearer vision of my career goals and am determined to work towards achieving them. Whether it is pursuing a graduate degree, starting my own business, or making a difference in my community, I am more ambitious and driven than ever before.In conclusion, the transition from high school to college has been a transformative journey for me. I have grown in countless ways and have overcome challenges that have shaped me into the person I am today. While there are aspects of my high school self that I cherish, I am grateful for the opportunities and experiences that college has offered me. I look forward to continuing to evolve and grow as I navigate this exciting chapter of my life.。
大学生在大学期间应该学习的技能英语作文
大学生在大学期间应该学习的技能英语作文全文共3篇示例，供读者参考篇1The University Years: A Time to Acquire Invaluable SkillsAs a student currently navigating the profound journey of university life, I cannot help but recognize the immense opportunity it presents for personal and professional growth. Beyond the academic pursuits that shape our intellects, the university experience is a crucible for forging invaluable skills that will serve as beacons guiding us through the complexities of life beyond the hallowed halls of higher education.Time Management: The Art of Balancing PrioritiesOne of the most crucial skills to master during our university years is effective time management. With a multitude of classes, extracurricular activities, social engagements, and perhaps even part-time work, it becomes paramount to allocate our time judiciously. Developing the ability to prioritize tasks, create schedules, and adhere to deadlines not only ensures academic success but also instills a discipline that will prove invaluable inour future endeavors, be it in the professional realm or personal endeavors.Communication and Interpersonal Skills: Connecting with Diverse PerspectivesUniversity campuses are microcosms of the global society, bringing together individuals from diverse backgrounds, cultures, and ideologies. Navigating this rich tapestry of human experiences necessitates the development of exceptional communication and interpersonal skills. Learning to articulate our thoughts clearly, actively listening to others, and engaging in respectful discourse are invaluable assets that will facilitate meaningful connections and collaborations throughout our lives.Critical Thinking and Problem-Solving: Navigating ComplexitiesThe academic rigors of university challenge us to think critically, analyze information from multiple perspectives, and devise innovative solutions to complex problems. Honing these skills is imperative, as the world we inhabit is increasingly complex and ever-evolving. By cultivating the ability to think critically, we gain the capacity to navigate ambiguity, make informed decisions, and tackle challenges with a strategic andanalytical mindset, qualities that are highly sought after in various professional domains.Research and Information Literacy: Navigating the Vast Expanse of KnowledgeIn an era where information is abundant and readily accessible, it is essential to develop the skills necessary to navigate this vast expanse of knowledge effectively. University life provides ample opportunities to refine our research abilities, evaluate the credibility of sources, synthesize information, and present our findings in a coherent and compelling manner. These skills not only support our academic pursuits but also equip us to stay informed, make well-informed decisions, and contribute meaningfully to intellectual discourse throughout our lives.Adaptability and Resilience: Embracing Change and Overcoming AdversityThe university experience is not without its challenges, setbacks, and unexpected twists and turns. It is during these moments that we have the opportunity to cultivate adaptability and resilience – skills that will serve us well in navigating the ever-changing landscape of life. Embracing change with an open mind, learning from failures, and persevering in the face ofadversity will not only enhance our academic journey but also prepare us to navigate the uncertainties and obstacles that inevitably arise in our personal and professional lives.Leadership and Collaboration: Achieving Collective SuccessWhether through participation in student organizations, group projects, or extracurricular activities, university life provides ample opportunities to develop leadership and collaboration skills. Learning to inspire and motivate others, fostering teamwork, and leveraging the collective strengths of diverse individuals are invaluable assets in any endeavor. By honing these skills, we not only enhance our ability to achieve personal goals but also contribute to the collective success of the teams and organizations we are a part of, both within and beyond the university setting.Ethical and Social Responsibility: Shaping a Better WorldAs future leaders and global citizens, it is imperative that we cultivate a sense of ethical and social responsibility during our university years. Through exposure to diverse perspectives, engaging in thought-provoking discourses, and participating in community service initiatives, we have the opportunity to develop a deeper understanding of the complex societal, environmental, and ethical issues that shape our world.Embracing this responsibility equips us with the knowledge and conviction to make positive and responsible choices that contribute to the betterment of our communities and the world at large.Personal Growth and Self-Discovery: Embracing the JourneyUltimately, the university experience is a journey ofself-discovery, a transformative process that shapes our identities, values, and aspirations. By immersing ourselves in this rich tapestry of academic pursuits, diverse perspectives, and personal challenges, we have the opportunity to explore our passions, question our beliefs, and cultivate a deeper understanding of ourselves. Embracing this journey of personal growth allows us to emerge as well-rounded, authentic individuals, equipped with the confidence and self-awareness to navigate the complexities of life with grace and resilience.As I reflect on my own journey through university, I am struck by the realization that the skills acquired extend far beyond the confines of academic knowledge. The ability to manage our time effectively, communicate with clarity and empathy, think critically, adapt to change, lead with purpose, and embrace ethical responsibility are the true gems that will adorn our lives long after we have departed these hallowed halls. It isthese skills that will serve as our compass, guiding us through the ever-changing tides of life, enabling us to make meaningful contributions to our communities and the world at large. Ultimately, the university experience is not merely a stepping stone to a career but a transformative journey that shapes us into well-rounded, capable individuals ready to embrace the challenges and opportunities that await us beyond these walls.篇2Skills University Students Should DevelopCollege is about more than just academics and getting a degree. It's a crucial time for personal growth and developing skills that will serve you well throughout your career and life. As a university student myself, I've realized there are several key areas we should focus on cultivating during these formative years.Time Management and ProductivityOne of the biggest challenges students face is learning how to effectively manage their time amidst a myriad of classes, activities, work, and social life. There is a constant juggling act of priorities and deadlines. Developing strong time management and productivity habits is essential.Some strategies that have helped me include using a digital calendar and to-do list app to visually map out my schedule and tasks. Implementing the Pomodoro technique of working in timed intervals with breaks has also boosted my focus. It's about finding a system that works for you to minimize procrastination and stay on top of everything.Additionally, learning to prioritize high-impact tasks over busywork is a skill that pays dividends. We can't do it all, so being able to ruthlessly cut out the unimportant clutter from our days is vital for productivity.Developing accountability partners or study groups is another useful tactic. Having others counting on you to get work done can provide much-needed motivation. Don't underestimate the power of healthy peer pressure!Critical Thinking and Problem SolvingThe ability to think critically and solve problems is invaluable not just for academic success, but in any career path. Universities tend to emphasize theory over application, so it's up to us as students to facilitate the critical thinking process.One way to build this skill is to actively engage in classroom discussions. Don't just memorize information, but question it.Play devil's advocate and consider opposing viewpoints. Apply what you're learning to real-world situations through case studies or personal experiences. The more you flex your critical thinking muscles, the stronger they become.It's also worthwhile to seek out courses that involve research projects, data analysis, and technical writing. These types of assignments require gathering information from various sources, identifying implications and potential issues, evaluating solutions, and defending your conclusions. The process hones those higher-order thinking capabilities.Employers love to hire graduates who can take stratetic approaches to problems and don't just follow instructions verbatim. The ones who can analyze underlying causes, think outside the box, and develop innovative solutions are extremely valuable.Communication and Interpersonal SkillsWith group projects common at the university level, there are ample opportunities to develop communication and collaboration skills with your peers. The ability to effectively convey ideas, negotiate disagreements, give constructive feedback, and ensure everyone is on the same page is useful for any team setting.Public speaking through class presentations or joining groups like Toastmasters can go a long way in building confidence and polishing your delivery. Learning to speak clearly, make eye contact, read body language, and control nervous habits prepares you for everything from job interviews to sales pitches down the road.Written communication should also be actively practiced. Using proper email etiquette, drafting outlines and reports, and learning to tailor your message for different audiences and situations are all worthwhile pursuits. Strong writers and orators tend to get ahead in their careers more easily.And don't neglect the importance of interpersonal skills like active listening, displaying empathy, and being socially andself-aware. Emotional intelligence goes hand-in-hand with academic intelligence for achieving overall success.Technology and Digital LiteracyWe live in an increasingly digital world where technology permeates every aspect of society. Having a working knowledge of common workplace software and applications like spreadsheets, databases, presentation tools, video conferencing, project management platforms and more can make you an asset to any organization.Beyond that baseline though, developing skills related to programming, data analysis, digital marketing, or multimedia content creation can give you a competitive edge after graduating. Identify areas of interest related to your desired career path and seek out coursework or extracurricular opportunities to build expertise with those specific technologies.At the bare minimum, students should aim to become proficient in cloud storage/productivity suites, cybersecurity best practices, social media management, and digital research tactics. Being able to learn and quickly adapt to new technologies is also extremely beneficial in our rapidly changing digital landscape.Self-Care and ResilienceThe university experience can take a toll mentally, emotionally, and physically. The combination of high academic stress, being away from home for many, financial pressures of paying for tuition, and general life changes is a lot to handle. That's why prioritizing self-care is so important for staying grounded and resilient.Developing healthy habits like getting enough sleep, eating nutritious meals, exercising regularly, and finding ways to manage anxiety and decompress need to be worked into your routine. Things like yoga, meditation, journaling, or justscheduling personal downtime can make a world of difference in your overall well-being.It's equally important to build a support network, whether that's close friends, family, a mentor, counseling services, religious groups, or mind/body clubs. Having people you can open up to about any struggles you're facing, and who can provide a listening ear or advice, is invaluable.Remember, setbacks and failure are inevitable parts of life. The resilience to bounce back, adapt, and try a new approach is a skill that will serve you well beyond university. Don't be afraid to ask for help or take breaks when you're feeling burned out. Taking care of yourself first allows you to show up as your best self for academics and other pursuits.Continuously Learning and AdaptingLastly, always keep a mindset of being a lifelong learner open to new knowledge and experiences. A college education is just the foundation—the world around us never stops evolving, so we must embrace continuously learning and adapting as well.Attend seminars, conferences, or networking events even if they fall outside your core area of study. Join a club or take an elective course that exposes you to new ideas and perspectives.Seek out opportunities for internships, job shadowing, or informational interviews to get a better sense of different career paths. The more you expand your horizons now, the better prepared you'll be for wherever life takes you.Developing the skills of time management, critical thinking, communication, technology literacy, resilience, and continuous learning will equip you with a robust toolkit for lifelong success. These are abilities that transcend any single academic discipline and allow you to thrive as an adaptable, well-rounded professional.Take charge of your personal growth during these pivotal university years. Academics are important, but don't neglect cultivating other vital skills as well. The investment you make now in your intellectual, emotional, and experiential development will pay exponential dividends throughout your life and career. Embrace the challenge and make the most of this special time. The future is yours to create.篇3The Skills Every University Student NeedsAs a university student, the importance of developing a well-rounded skill set cannot be overstated. The days of simplyattending lectures and regurgitating information for exams are long gone. Today's competitive job market demands that graduates possess a diverse array of capabilities that extend far beyond their chosen field of study. In this essay, I will explore the essential skills that every university student should strive to acquire during their time on campus.Critical Thinking and Problem-Solving AbilitiesOne of the most valuable assets a university education can provide is the ability to think critically and solve complex problems. Throughout our coursework, we are constantly challenged to analyze information from multiple perspectives, identify underlying patterns and connections, and formulate creative solutions. This process trains our minds to approach challenges with an open and inquisitive mindset, a skill that is highly prized in virtually every profession.Whether we are tackling a research project, dissecting a case study, or grappling with a theoretical concept, the ability to think critically allows us to move beyond surface-level understanding and delve into the deeper intricacies of a subject. By learning to ask probing questions, challenge assumptions, and consider alternative viewpoints, we develop the cognitive flexibilitynecessary to navigate the ever-changing landscape of the modern world.Effective Communication SkillsIn an increasingly interconnected global society, the ability to communicate effectively is an indispensable skill. As university students, we are afforded numerous opportunities to hone our communication abilities through class presentations, group projects, and academic writing assignments.Effective communication encompasses far more than simply conveying information; it involves the ability to actively listen, articulate complex ideas with clarity and precision, and adapt our messaging to diverse audiences. By practicing these skills in a supportive academic environment, we can develop the confidence and proficiency necessary to effectively communicate our ideas, insights, and perspectives in professional settings.Furthermore, the collaborative nature of many university projects fosters teamwork and interpersonal communication skills, preparing us for the realities of the modern workplace, where cross-functional collaboration is increasingly valued.Time Management and Organizational AbilitiesThe university experience is a juggling act, with multiple deadlines, commitments, and responsibilities vying for our attention. Developing strong time management and organizational abilities is crucial for navigating this demanding environment and achieving academic success.Effective time management involves prioritizing tasks, setting realistic goals, and allocating our time and energy judiciously. By learning to manage our schedules effectively, we not only increase our productivity but also reduce stress and anxiety, allowing us to maintain a healthy work-life balance.Organizational skills, on the other hand, enable us to stay on top of our responsibilities, streamline our workflows, and maintain a sense of order amidst the chaos of university life. Whether it's meticulously organizing our notes, creating detailed study schedules, or managing multiple projects simultaneously, developing these abilities lays the foundation for future professional success.Research and Information Literacy SkillsIn the age of information overload, the ability to locate, evaluate, and synthesize relevant information is an invaluable asset. As university students, we are constantly tasked withconducting research, analyzing data, and interpreting complex sources of information.By learning to navigate academic databases, evaluate the credibility and relevance of sources, and synthesize information from diverse perspectives, we develop the information literacy skills necessary to stay ahead in an ever-evolving knowledge landscape. These skills not only enhance our academic performance but also prepare us to be lifelong learners, capable of navigating the vast expanse of information available in the digital age.Adaptability and ResilienceThe modern world is characterized by rapid change and unpredictability, and the ability to adapt and bounce back from setbacks is essential for success. University life is a microcosm of this reality, presenting us with a constant stream of challenges, obstacles, and opportunities for growth.By navigating the trials and tribulations of university life, we cultivate resilience – the ability to persevere in the face of adversity and bounce back from failures or setbacks. This resilience is bolstered by our ability to adapt to new situations, embrace change, and pivot our approaches when necessary.Whether it's adjusting to a new living situation, navigating a challenging course, or dealing with personal adversity, the university experience offers countless opportunities to develop the adaptability and resilience that will serve us well in our future personal and professional endeavors.Digital Literacy and Technological ProficiencyIn today's digital age, technological proficiency is a fundamental requirement across virtually every field and industry. As university students, we have access to a wealth of resources and opportunities to develop our digital literacy and technical skills.From leveraging online collaboration tools and learning management systems to mastering data analysis software and coding languages, the university environment provides a fertile ground for exploring and mastering the digital tools that will be essential in our future careers.By embracing technology and continually upskilling our digital capabilities, we not only enhance our marketability but also position ourselves to thrive in an increasingly tech-driven world, where the ability to navigate and leverage digital tools is a prerequisite for success.Cultural Awareness and Global PerspectiveIn our increasingly interconnected world, possessing a global perspective and cultural awareness is crucial for navigating diverse environments and fostering meaningful connections. The university experience, with its diverse student body and opportunities for international exchange, provides a unique opportunity to develop these invaluable skills.Through interactions with peers from different cultural backgrounds, exposure to diverse perspectives in the classroom, and opportunities for study abroad or international internships, we gain a deeper appreciation for the rich tapestry of global cultures and viewpoints.This exposure not only broadens our horizons and fosters empathy and understanding but also equips us with thecross-cultural competencies necessary to thrive in an increasingly globalized workforce, where the ability to navigate cultural nuances and build bridges across diverse communities is highly valued.In conclusion, the university experience offers a wealth of opportunities for personal and professional growth. By embracing the challenges and opportunities presented to us, we can develop a comprehensive skill set that will serve as afoundation for success in our future endeavors. From critical thinking and effective communication to adaptability and cultural awareness, the skills we cultivate during our time on campus will equip us to navigate the complexities of the modern world with confidence and aplomb. Ultimately, it is up to each of us to seize these opportunities and actively work towards becoming well-rounded, versatile, and highly capable individuals, ready to make our mark on the world.。
中学生培养对英语学习的兴趣英语作文
中学生培养对英语学习的兴趣英语作文全文共3篇示例，供读者参考篇1Cultivating Interest in Learning English among Middle School StudentsIntroductionEnglish is one of the most widely spoken languages in the world and is considered as an important skill for communication and career advancement. However, many middle school students often find it challenging to learn English due to various reasons such as lack of interest, motivation, or proper guidance. In this essay, we will discuss the importance of cultivating interest in learning English among middle school students and explore some effective strategies to achieve this goal.Understanding the Importance of English LearningEnglish is a global language that is used in business, technology, science, and many other fields. It is also the main language for international communication, which opens up numerous opportunities for personal and professional growth. Therefore, it is crucial for middle school students to develop astrong foundation in English to excel in their academic and future careers.The Challenge of Cultivating Interest in English LearningDespite the importance of English, many middle school students struggle to develop an interest in learning the language. They may find English classes boring or difficult, which can demotivate them from putting effort into studying. Moreover, some students may lack exposure to English outside the classroom, which hinders their language acquisition and proficiency. As educators and parents, it is essential to address these challenges and foster a positive attitude towards English learning among students.Strategies to Cultivate Interest in English Learning1. Create a Positive Learning EnvironmentTeachers should create a positive and engaging learning environment that motivates students to participate actively in English classes. Utilize interactive teaching methods such as group activities, games, and multimedia resources to make learning English fun and enjoyable. Encourage students to express their opinions and ideas in English to build their confidence and communication skills.2. Incorporate Real-life Contexts in English LessonsMake English learning relevant to students' daily lives by incorporating real-life contexts and examples in lessons. Discuss current events, cultural topics, and global issues in English to help students understand the practical applications of the language. This will make learning English more meaningful and valuable for students, as they can see how it relates to their own experiences and interests.3. Provide Diverse Learning OpportunitiesOffer students a variety of learning opportunities to explore different aspects of English language and culture. Organize extracurricular activities such as English clubs, language immersion programs, and language exchange partnerships to expose students to authentic English communication and experiences. Encourage students to read English books, watch English movies, and listen to English music to develop their language skills and broaden their cultural awareness.4. Set Achievable Learning GoalsHelp students set achievable learning goals and monitor their progress in English learning. Break down long-term goals into smaller milestones and celebrate students' achievementsalong the way. Provide constructive feedback and support to help students overcome challenges and improve their English proficiency. By setting clear and realistic learning goals, students will stay motivated and focused on their English learning journey.ConclusionCultivating interest in learning English among middle school students is essential for their academic success and future opportunities. By creating a positive learning environment, incorporating real-life contexts, providing diverse learning opportunities, and setting achievable learning goals, educators and parents can inspire students to develop a lifelong passion for English learning. With dedication, patience, and creativity, we can empower middle school students to become proficient English speakers and global citizens.篇2Cultivating Interest in English Learning Among Middle School StudentsIntroductionAs a crucial subject in the school curriculum, English learning plays a vital role in students' academic and personal development. However, many middle school students often findEnglish learning challenging and uninteresting due to various reasons. Therefore, it is essential to cultivate their interest in English learning to enhance their proficiency in the language and promote a positive attitude towards learning. In this essay, we will discuss the importance of nurturing interest in English learning among middle school students and explore effective strategies to achieve this goal.Importance of Cultivating Interest in English Learning1. Enhances Language Proficiency: Engaging students in English learning activities that interest them can enhance their language skills and proficiency. When students are motivated and passionate about learning English, they are more likely to actively participate in lessons, practice regularly, and seek opportunities for language improvement.2. Promotes Positive Attitude: Cultivating interest in English learning can help students develop a positive attitude towards the subject. When students enjoy learning English, they are more likely to perceive it as a fun and rewarding experience rather than a daunting task. This positive mindset can boost their confidence, motivation, and overall academic performance.3. Fosters Lifelong Learning: Instilling a love for English learning at a young age can foster a lifelong interest in languagestudy and exploration. When students develop a passion for learning English, they are more likely to continue pursuing language learning opportunities beyond the classroom and seek ways to expand their language skills and cultural knowledge.Effective Strategies to Cultivate Interest in English Learning1. Incorporate Real-World Contexts: Integrate real-world contexts, such as authentic materials, cultural references, and practical language use, into English lessons to make learning more relevant and engaging for students. By connecting language learning to real-life situations, students can see the practical value of English and become more motivated to learn.2. Use Varied Teaching Methods: Employ a variety of teaching methods, such as multimedia resources, interactive activities, games, and project-based learning, to cater to different learning styles and interests. By providing a diverse range of learning opportunities, teachers can capture students' attention, stimulate their curiosity, and make English learning more enjoyable and effective.3. Encourage Student Autonomy: Empower students to take ownership of their learning by encouraging them to set goals, make choices, explore their interests, and self-assess their progress. By promoting student autonomy, teachers canenhance students' motivation, engagement, and sense of responsibility towards their English learning journey.4. Create a Supportive Learning Environment: Establish a positive and supportive learning environment where students feel safe, respected, and valued. Encourage open communication, collaboration, and creativity in the classroom to foster a sense of community, belonging, and mutual support among students. A supportive learning environment can enhance students' confidence, motivation, and willingness to engage in English learning activities.ConclusionCultivating interest in English learning among middle school students is essential for enhancing their language proficiency, promoting a positive attitude towards learning, and fostering lifelong learning habits. By implementing effective strategies, such as incorporating real-world contexts, using varied teaching methods, encouraging student autonomy, and creating a supportive learning environment, teachers can inspire students to develop a passion for English learning and achieve success in their language learning journey. Ultimately, nurturing students' interest in English learning can empower them to becomeconfident, motivated, and lifelong learners who appreciate the value of language study and cultural exchange.篇3Cultivating Interest in English Learning Among Middle School StudentsEnglish is a vital language in today's globalized world. It is not only a means of communication but also a gateway to accessing a wealth of information, opportunities, and experiences. For middle school students, developing an interest in English learning is crucial for their future academic and personal growth. However, many students struggle to find motivation and enthusiasm for studying English. It is essential for educators and parents to take proactive measures to cultivate interest in English learning among middle school students.One effective way to foster interest in English learning is to make the process enjoyable and engaging. English lessons should be interactive, dynamic, and relevant to students' interests and experiences. Teachers can incorporate games, multimedia resources, and real-life scenarios into their lessons to make learning fun and meaningful. By creating a positive andstimulating learning environment, students are more likely to be motivated and invested in their English studies.Another important factor in cultivating interest in English learning is to highlight the practical benefits of mastering the language. Middle school students should be made aware of the various opportunities and advantages that come with proficiency in English, such as access to international exchange programs, higher education opportunities, and better job prospects. By demonstrating the real-world relevance of English skills, students are more likely to see the value of investing time and effort in their language studies.Furthermore, educators and parents can encourage middle school students to develop a curiosity and appreciation for English language and culture. Exposing students to authentic English language materials, such as literature, films, music, and social media, can help them develop a deeper understanding and connection to the language. Additionally, organizing cultural exchange programs, language immersion experiences, and study abroad opportunities can provide students with firsthand exposure to the richness and diversity of English-speaking countries.In addition to creating a supportive learning environment and emphasizing the practical benefits of English proficiency, it is important for educators and parents to provide students with personalized guidance and support in their language learning journey. By recognizing and addressing individual learning styles, strengths, and challenges, teachers and parents can help students overcome any obstacles and develop a sense of confidence and competence in their English skills. Offering encouragement, constructive feedback, and praise for students' efforts and progress can help build their self-esteem and motivation to continue learning and improving.In conclusion, cultivating interest in English learning among middle school students is essential for their academic success and personal development. By making English learning enjoyable, relevant, and meaningful, highlighting the practical benefits of language proficiency, fostering curiosity and appreciation for English language and culture, and providing personalized support and guidance, educators and parents can empower students to become motivated, confident, and lifelong learners of the English language. Through these efforts, middle school students can develop a lasting passion for English learning and open up a world of opportunities and possibilities for their future.。
高等教育中技术对学习的影响英语作文
高等教育中技术对学习的影响英语作文全文共6篇示例，供读者参考篇1The Magical World of Tech and LearningHey there friends! It's me, Tommy, back again to tell you all about the awesome world of technology and how it's changing the way we learn in schools. Now, I know what you're thinking - "But Tommy, you're just a kid in elementary school, what do you know about higher education?" Well, let me tell you, I may be small but my brain is huge and I've been doing some serious research on this topic.You see, my big sister Sarah is in college right now, studying to become an engineer. And let me tell you, the way she learns is like something straight out of a science fiction movie! It's all tablets, apps, virtual reality headsets, and super-duper computers that can do crazy calculations in the blink of an eye. Gone are the days of just sitting in a lecture hall, scribbling notes as a professor drones on and on. Nope, these days it's all about interactive, hands-on, cutting-edge technology that makes learning way more fun and engaging.One of the coolest things Sarah showed me is these nifty little apps that basically act like digital flashcards and study guides. So instead of lugging around a massive textbook, she can access all the key info and practice problems right on her tablet or phone. And get this - some of these apps even use games and quizzes to help reinforce the material in a really fun way. It's like getting to level up your brain power while feeling like you're just playing a video game. How awesome is that?But that's not all, folks. Sarah also gets to use these wild virtual reality simulations for some of her engineering classes. Instead of just looking at diagrams on a flat screen, she can put on a VR headset and suddenly be transported into a 3D model of a jet engine or a nuclear reactor. She can walk around it, examine every tiny part up close, and even run simulations to see how it all works together. It's honestly like magic, and it helps her understand these crazy complex systems way better than just reading about them could ever do.And you know what else? A lot of Sarah's classes use these online discussion boards and video chat rooms so students and professors can interact and collaborate even when they're not physically in the same place. They can share ideas, ask questions, work through problems together - it's like having a virtual studygroup available 24/7. No more being stuck on a tricky concept until the next class meeting - you can just hop online and get help right away.Now, I know all this high-tech edu-tainment sounds pretty awesome, but you might be wondering - is it actually better for learning than the old-fashioned methods? Well, according to my very scientific research (which mostly involved pestering Sarah until she explained it to me), the answer is a big fat YES! Tons of studies have shown that when lessons involve interactive elements, hands-on activities, and visual aids like animations and simulations, students are way more engaged and actually retain way more information.The human brain is basically hardwired to pay attention to moving pictures, immersive experiences, and gamified content - it's a lot harder to zone out and start daydreaming when you're actively participating instead of just sitting still and listening. Plus, all these fancy new tools make abstract or super complex concepts way easier to understand by breaking them down into bite-sized, visual chunks.So what does the future hold as this edtech revolution continues? Well, from what I can tell, things are only going to get even more amazing and mind-blowing. Imagine holographiclectures that make it seem like the professor is right there in the room with you. Or virtual campus tours that let you explore colleges from the comfort of your bedroom. Heck, with things like augmented reality, you might soon be able to wave a magic wand and turn your dorm room into the practical potions classroom at Hogwarts! Okay, maybe that last one is a bitfar-fetched...but you get the idea.The possibilities really do seem endless when you combine the power of human intelligence and creativity with the rapid advancements happening in educational technology. It's an exciting time to be a learner at any age or level. Who knows what far-out, futuristic tools the colleges of tomorrow will use to educate the next generation of brilliant scientists, artists, leaders and innovators?One thing's for sure though - the days of learning being a dry, boring experience of just sitting still and absorbing information like a sponge are long gone. Technology has opened the door to making education engaging, immersive, personalized and downright fun. And as a kid who's grown up surrounded by tablets, smartphones and video games, I can tell you that's a path that will lead to way more effective learning for students like me.So to all you skeptics out there who think adding more techto the classroom is just a bunch of expensive gimmickry, I say "Oh ye of little faith!" Used properly, all these awesome tools and toys have the potential to unlock a whole new world of understanding - one where even the trickiest concepts can be conquered through interactive exploration rather than tedious memorization. And at the end of the day, isn't that what true learning is all about?So buckle up, my friends! The classrooms of the future are going to be a wild, immersive ride filled with more gigabytes of knowledge than you can shake a stylus at. I don't know about you, but I can't wait to see what amazing adventures in learning lie ahead. Class dismissed!篇2The Magic of Technology in Big Kid SchoolWow, I can't wait until I'm old enough to go to big kid school! My older cousin is in college and he tells me all about the awesome technology they use to learn. It sounds like so much fun!In elementary school, we just have basic computers for typing practice and research. But in college, they have all sorts ofcrazy cool tech tools. My cousin says they get to use virtual reality headsets in some classes! Can you imagine? You can like, walk around inside a 3D model of a human body and see all the organs and stuff. Or explore ancient Rome like you're actually there. How wild is that?They also have these digital tablets that are way more advanced than the basic ones we use. The professors can write notes on the screens and it records everything. Then the students can view the notes later on their laptops or phones. No more frantically trying to copy down every word! The tablets make diagrams and drawings really easy too. The professor just sketches it up and beams it right to the students' devices. Genius!Speaking of laptops and phones, college kids use them for practically everything nowadays. Not just for taking notes, but for interactive lessons, online discussions, watching video lectures, taking tests and quizzes, turning in assignments...you name it. My cousin never has to lug around a million textbooks and binders. It's all on his laptop and cloud storage. Soooo convenient!Another crazy thing is online classes. Like, you don't even have to physically be on campus. You just log into a video chatand the professor teaches the whole class over the internet! People can basically get degrees from anywhere in the world now. My aunt is taking an online MBA program and she never leaves her living room. She says the discussions are still really engaging because they use all these neat collaboration tools and video breakout rooms and stuff. Honestly, it sounds better than having to schlep to campus in the middle of the night after work.But don't worry, there's still plenty of in-person learning too.I hear the labs and studios have unbelievable equipment to get hands-on experience. Like in engineering, they've got 3D printers, laser cutters, robotics workshops...everything you could dream of to build prototypes and work on real products. And for creative majors like film or design, the facilities are decked out with professional-grade video equipment, soundproofed audio rooms, and lifelike animation studios. My cousin is studying music production and he gets to mess around with these insane mixing boards, synthesizers and recording rigs that are worth millions of dollars. He's basically becoming a real music producer before even graduating!Classes have awesome technology too, not just the labs. Lecture halls are starting to look like spaceships with these giant curved screen displays that make presentations and videos popoff the walls. My cousin says it's like being inside an IMAX movie theater! Some rooms even have cameras that can automatically focus and zoom in on whoever is speaking. There are also these "smart boards" that capture everything the professor writes or projects and shares it online for students to reference. No more missing important stuff if you space out for a bit!Oh, and let's not forget online libraries and research databases. We're so lucky these exist now! My cousin searches academic journals, ebooks, documentaries, you name it, all from the comfort of the student center or his bed. No more getting lost in the terrifying book labyrinths of yore. Everything is just a few clicks away. Pretty much all knowledge in the entire world is at his fingertips thanks to the internet. I can't wait to access that treasure trove of information!I could go on and on about the technical marvels in higher ed, but I'm already running out of words. Let's just say college seems like a wonderland of gadgets, gizmos, and apps that make learning easier, more immersive, and way more fun than the old school methods of yore. Heck, with all the virtual reality, online classes, and streamed lectures, they hardly even need physical campuses and classrooms anymore!Maybe by the time I'm old enough for big kid school, we'll all just get Matrix-style learning uploads beamed straight into our brains. Enter the Metaverse, download Calculus 301, boom...done! How cool would that be? I'm gonna start saving my allowance now for inevitable tuition hikes to pay for that brain jack technology. A kid can dream, right?篇3Here's an essay on the impact of technology on learning in higher education, written from the perspective of a young student, approximately 2000 words long:The Impact of Technology on Learning in Higher EducationBy a Young StudentHi there! My name is Emma, and I'm a 10-year-old student who loves learning about new things. Today, I want to share my thoughts on how technology is changing the way people learn in colleges and universities.When I think about technology and higher education, the first thing that comes to mind is online classes. You see, with the internet and video conferencing tools like Zoom, students can now attend classes without even leaving their homes! Isn't thatamazing? Imagine being able to learn from the comfort of your own bedroom, wearing your favorite pajamas.But online classes are just the beginning. Technology has also brought us so many new ways to access information and learn at our own pace. There are online libraries with millions of books, articles, and research papers that students can access with just a few clicks. And then there are educational websites, video tutorials, and interactive learning apps that make learning fun and engaging.Speaking of apps, did you know that there are apps that can help you study more effectively? Some apps use flashcards and quizzes to help you memorize important concepts, while others use games and puzzles to make learning more enjoyable. And let's not forget about virtual reality (VR) technology, which can transport you to distant lands, historical events, or even inside the human body! With VR, learning becomes an immersive and unforgettable experience.Another way technology is changing higher education is by making it easier for students to collaborate and work together on projects. With tools like Google Docs and cloud storage, multiple students can work on the same document or project at the same time, even if they're in different parts of the world. Thisfosters teamwork and helps students develop important skills like communication and problem-solving.But technology isn't just about new tools and gadgets; it's also changing the way professors teach and present information. Many professors now use interactive whiteboards, presentation software, and multimedia to make their lectures more engaging and visually appealing. Some even use social media to connect with their students and share additional resources or hold online discussions.Despite these challenges, I believe that technology has had an overall positive impact on higher education. It has made learning more accessible, engaging, and personalized, allowing students to learn at their own pace and in ways that suit their individual needs and learning styles.But technology is not a replacement for good teachers and in-person instruction. It's important to strike a balance and use technology as a tool to enhance and supplement traditional learning methods, not replace them entirely.As I look towards my own future in higher education, I'm excited to see how technology will continue to shape and transform the learning experience. Perhaps by the time I'm in college, we'll have holographic classrooms or brain-computerinterfaces that allow us to download information directly into our minds (just kidding!). Whatever the future holds, I'm confident that technology will continue to play a vital role in making education more accessible, engaging, and effective for students around the world.Well, those are my thoughts on the impact of technology on learning in higher education. What do you think? How has technology changed the way you learn or teach? I'd love to hear your perspectives!篇4The Magic of Screens and Gadgets for LearningHi there! My name is Timmy and I'm 8 years old. Today I want to tell you all about how cool technology is for learning new things in school and college. My older brother Joey is in university, so I've seen him use lots of awesome gadgets and websites for his studies. It's like magic!First off, let me tell you about computers and laptops. These things are like little brains that can store tons of information! Joey uses his laptop for writing his assignments and papers. Instead of having to use a pen and paper, he can just typeeverything up super fast. And if he makes a mistake, he can fix it easily without having to scratch things out. Isn't that neat?But computers aren't just for writing. They also let you look up anything you want to learn about on the internet. The internet is this massive library of knowledge from all over the world, right at your fingertips. If Joey needs to research a topic like ancient Egypt or photosynthesis, he can find websites, articles, videos, and images all about it in seconds. When I'm older and in university, I'll be able to use the internet to learn absolutely anything!Speaking of videos, those are one of my favorite ways tech helps us learn. There are so many educational videos and movies online and on TV these days. They make topics way more interesting and easier to understand than just reading from a book. My science teacher plays these cool videos that show how things like volcanoes, black holes, and atoms work using animated graphics and characters. I remember all the concepts so much better that way!Another amazing thing is that with modern technology, you can take classes from actual experts anywhere in the world without even leaving your home. It's called "online learning" or "e-learning." My uncle took an entire computer programmingcourse online from a famous school in California, even though he lives here in Illinois. The teacher gave video lectures and they used chat rooms and forums to discuss the material. How incredibly convenient is that?But it's not just about learning at home or school. Thanks to mobile devices like tablets and smartphones, you can learnon-the-go too! Joey puts learning apps on his phone for studying vocabulary words, watching educational videos, or even taking practice quizzes when he has some free time. My parents let me play interactive games on their tablets that teach me math, spelling, geography, you name it. I'm having so much fun learning with those gadgets, it doesn't even feel like work.Modern technology has also been a huge help for people with disabilities or learning differences. My friend Charlie has dyslexia, which makes reading really hard for him. But on his computer, he can use special software that reads ebooks and websites out loud to him. Other students who can't see well can make text supersize or use voice controls. How incredible that we have tools to make education accessible for absolutely everyone!But overall, I think technology has been an absolutely amazing tool for learning at all levels - from kindergarten to grad school and every age in between. I can't wait until I get to useeven more cool gadgets and websites to explore the world and gain knowledge as I keep growing! Modern tech is truly making the world of education an awesomely fun and interactive place. The future of learning is so bright!篇5Technology is Super Cool in College!Hi there! My name is Timmy and I'm 8 years old. I love playing video games, watching YouTubers, and using my parents' iPad. Technology is so much fun! I can't wait until I'm older and get to use even more amazing tech stuff when I go to college.My big brother Jake just started university last year. He's told me all about the awesome technology they have on campus and in his classes. It sounds like colleges these days are filled with the latest gadgets and gizmos to help students learn better. I'm really excited thinking about all the cool tech I'll get to use when it's my turn!One of the neatest things Jake described is these big touchscreen displays they have in a lot of classrooms. The professors can write digital notes, show videos, and even do interactive lessons right on the massive screens. Jake says it'sway more engaging than just listening to a lecture with someone writing on an old chalkboard or whiteboard. With all the colorful visuals and multimedia, it's easier for students to pay attention and understand the material.They also have these "clicker" remotes that students can use to answer questions the professor asks during class. It's like a high-tech version of raising your hand, except your answer is recorded instantly. Jake says it's a fun way to keep everyone involved rather than just having a few students speak up. If you get a question wrong, the professor can tell right away that you need some extra help on that topic.Another really innovative thing colleges use now is virtual reality headsets for certain subjects. I can't even imagine what that must be like! Jake got to Experience dissecting a virtual frog in his biology lab. Instead of cutting up a real frog (which seems kind of gross), he just put on the VR goggles and got to look at a 3D model from every angle. He said it was just like being shrunk down and examining the frog up close without any smelly animal guts. VR also lets you explore locations or historical events that you're studying about. Jake's roommate wore VR goggles to virtually walk around Ancient Rome for his classics course. That's like having a field trip without ever leaving the classroom!For a lot of classes now, you don't even need to buy expensive physical textbooks anymore. Jake's professors just assign digital books that get loaded onto tablets or e-readers instead. That sure saves a lot of money and backpack weight compared to carrying a stack of huge books everywhere! The digital textbooks often have extra features too, like videos, quizzes, and search tools built right into them. You can easily find specific information and learning gets a lot more interactive.Universities are also using more online systems and apps to help students learn these days. Most classes have an online portal where professors post assignments, lecture notes, grades, and other important updates. You can even take quizzes and submit homework online instead of printing out paper copies. It makes everything easier to keep track of and ensures nothing gets lost or misplaced.There are also lots of educational apps and websites that teach course material in a more engaging gamelike format. For example, Jake uses this anatomy app where you can peel off virtual layers of the human body and explore all the bones, organs, muscle systems and more. Way cooler than just staring at diagrams in a textbook!Even outside of class, technology is super helpful for studying. If Jake ever needs tutoring help or has questions, he can easily video chat with student tutors from anywhere. Campus libraries and study spaces also have powerful computers loaded with all kinds of software for writing papers, making presentations, coding programs, and more. There are high-tech printers, scanners, and even 3D printers available too if you need to print something out.From what my brother tells me, going to college nowadays is like being in an awesome tech playground! Every resource at your fingertips is enhanced by incredible new technologies. Learning just seems so much more fun and interactive compared to the old school chalkboards, textbooks and paper worksheets we use in elementary school.I know college will be really challenging with a ton of hard work. But having all these cutting-edge tools available will definitely make it an amazing experience. Just thinking about things like virtual reality lessons, touchscreen classrooms, and interactive apps gets me really excited to further my education someday. Technology is the coolest! I bet universities will have even crazier innovations by the time I get to college in 10 more years. I can't wait to see what the future of learning looks like!篇6Technology and Learning in Big Kid SchoolWow, higher education is so cool! That's where all the big kids go to learn really hard stuff after they finish regular school. My older brother is in college now, and he tells me all about the crazy things they do there. It's like a whole different world!From what I can tell, technology plays a huge role in how the big kids learn at university. My brother is always on his laptop or tablet, typing away or watching videos for his classes. It's kind of like being in school, but not really. Instead of teachers standing in front of a chalkboard, a lot of his learning happens online through these things called "learning management systems."I asked my brother to explain what a learning management system is, and he said it's kind of like a virtual classroom. All his course materials, assignments, and even some lectures are posted there. He can submit his work, take quizzes, and participate in discussions with his classmates and professors. It sounds super high-tech!But that's not all – technology is integrated into pretty much every aspect of higher education these days. For example, many universities use digital textbooks instead of physical ones. Mybrother says it's really convenient because he can access his textbooks from anywhere and make notes directly in them. No more lugging around a heavy backpack full of books!Another way technology is used is through online collaboration tools. Since a lot of university work involves group projects, my brother and his classmates use things like video conferencing, shared documents, and project management apps to work together remotely. That way, they don't all have to be in the same room to get things done.I think one of the coolest uses of technology in higher education is for lab work and simulations. In some of his science classes, my brother gets to use virtual reality and augmented reality to visualize and interact with complex concepts. He says it's like being shrunk down and entering the microscopic world, or seeing things from all angles that would be impossible in the real world. I can't even imagine what that must be like!But with all this technology, there are bound to be some downsides too. My brother complains sometimes about having too much screen time and feeling overwhelmed by all the digital information coming at him. He says it can be hard to stay focused and motivated when everything is online and there are so many distractions.There are also concerns about things like online cheating, cyberbullying, and data privacy when so much of the university experience happens in the digital realm. My brother said his school has strict policies and tools in place to try to prevent those kinds of issues, but it's still something they have to be really careful about.Overall, though, it seems like technology has had a mostly positive impact on higher education. It's made learning more accessible, interactive, and collaborative in a lot of ways. Of course, nothing can truly replace the value of in-person instruction and face-to-face interactions, but technology has become an integral part of how the big kids learn and navigate university life.Who knows, by the time I'm old enough for college, there might be even more crazy high-tech stuff going on! Maybe we'll all be learning in fully immersive virtual reality classrooms or something. For now, I'll just have to live vicariously through my brother's stories and be amazed at how different (and cool) higher education is these days compared to when I'm in elementary school.。
新时代高职英语基础模块1课文
新时代高职英语基础模块1课文In the new era, the importance of English language education in higher vocational colleges has become increasingly prominent. The English foundation module 1 course is a crucial component of the overall English language curriculum, providing students with a solid foundation for further language development and practical application. This course serves as a gateway to unlocking the vast opportunities that the English language offers in the modern globalized world.The primary objective of the English foundation module 1 course is to equip students with the fundamental skills and knowledge necessary for effective communication in English. This includes a focus on improving listening, speaking, reading, and writing abilities, as well as enhancing their understanding of English grammar, vocabulary, and idiomatic expressions. By mastering these essential elements, students can navigate various academic and professional settings with confidence and ease.One of the key aspects of the English foundation module 1 course is its emphasis on practical application. Rather than solely relying on theoretical knowledge, the course incorporates a range of interactivelearning activities and real-world scenarios to ensure that students can seamlessly apply their acquired skills in authentic communication contexts. This approach not only enhances their language proficiency but also fosters their critical thinking and problem-solving abilities, which are highly sought-after in the modern job market.Furthermore, the course curriculum is designed to align with the specific needs and interests of higher vocational college students. It takes into account the diverse academic and career aspirations of the learners, incorporating relevant topics and materials that resonate with their personal and professional goals. This tailored approach ensures that the course content is engaging, relevant, and directly applicable to the students' future endeavors.Another significant aspect of the English foundation module 1 course is its role in cultivating cultural awareness and intercultural communication skills. In an increasingly globalized world, the ability to understand and navigate cultural differences has become essential for personal and professional success. The course incorporates elements of cross-cultural communication, encouraging students to explore and appreciate the rich diversity of the English-speaking world. This exposure not only enhances their language skills but also fosters a deeper understanding and respect for different cultural perspectives.Moreover, the English foundation module 1 course serves as a foundation for further language development and specialized studies. By providing a solid grounding in the fundamentals of English, the course prepares students for more advanced language courses, specialized English for Specific Purposes (ESP) programs, and even opportunities for international exchange and study abroad. This seamless progression ensures that students can continue to build upon their language skills and explore new horizons throughout their academic and professional careers.In conclusion, the English foundation module 1 course in the new era of higher vocational education plays a vital role in equipping students with the necessary language skills and cultural awareness to thrive in the global landscape. Through its focus on practical application, tailored curriculum, and cultivation of intercultural communication abilities, the course empowers students to become confident and versatile communicators, ready to seize the opportunities that the English language offers. As higher vocational colleges continue to adapt to the evolving needs of the modern workforce, the importance of this foundational English language course will only continue to grow, shaping the future of language education and preparing students for success in the new era.。
人文英语4自测题4
— What's the matter with you? — _________________.选择一项：A. I feel a bit sickB. Not too badC. It matters with you反馈正确答案是：I feel a bit sick — Could I talk to Prof. Lee?— _________________.选择一项：A. Yes, speakingB. Oh, it's youC. I'm waiting for you反馈正确答案是：Yes, speaking— Sam, this is my friend, Jane.— _________________.选择一项：A. Glad to meet you, JaneB. I'm JackC. Glad to meet you, Sam反馈正确答案是：Glad to meet you, Jane — I've got a bad cold today.— _________________.选择一项：A. Thank you for telling meB. It isn't seriousC. Oh, dear! I hope you get better soon反馈正确答案是：Oh, dear! I hope you get better soon — Can you tell me where I can park the car?— _________________.选择一项：A. It is made in AmericaB. Well, just over thereC. Yes, please反馈正确答案是：Well, just over there— What's the matter with you?— _________________.选择一项：A. I feel a bit sickB. It matters with youC. Not too bad反馈正确答案是：I feel a bit sick — Could I talk to Prof. Lee?— _________________.选择一项：A. I'm waiting for youB. Oh, it's youC. Yes, speaking反馈正确答案是：Yes, speaking — Sam, this is my friend, Jane. — _________________.选择一项：A. Glad to meet you, JaneB. Glad to meet you, SamC. I'm Jack反馈正确答案是：Glad to meet you, Jane— I've got a bad cold today.— _________________.选择一项：A. It isn't seriousB. Thank you for telling meC. Oh, dear! I hope you get better soon反馈正确答案是：Oh, dear! I hope you get better soon — Can you tell me where I can park the car?— _________________.选择一项：A. Well, just over thereB. It is made in AmericaC. Yes, please反馈正确答案是：Well, just over thereShe has two best friends. _____of them is in the country. 选择一项：A. AllB. NeitherC. Both反馈正确答案是：Neither选择一项：A. consists ofB. composes ofC. is made up反馈正确答案是：consists of选择一项：A. toB. likeC. with反馈正确答案是：to选择一项：A. because ofB. soC. in spite of反馈正确答案是：because ofToday's weather is _____worse than yesterday's. 选择一项：A. veryB. very muchC. much反馈正确答案是：muchIt is said that _____ boys in your school like playing football in their spare time, though others prefer basketball.选择一项：A. quite a littleB. quite a fewC. quite a lot反馈正确答案是：quite a fewWith his work completed, the manager stepped back to his seat, feeling pleased ____ he was a man of action.选择一项：A. whichB. WhatC. that反馈正确答案是：thatThe new order means _____ overtime.选择一项：A. worksB. workingC. to work反馈正确答案是：workingI was giving a talk to a large group of people，the same talk I ___to half a dozen other groups before.选择一项：A. am givingB. was givingC. had given反馈正确答案是：had givenToday's weather is _____worse than yesterday's.选择一项：A. very muchB. muchC. very反馈正确答案是：muchIt is said that _____ boys in your school like playing football in their spare time, though others prefer basketball.选择一项：A. quite a fewB. quite a littleC. quite a lot反馈正确答案是：quite a fewWith his work completed, the manager stepped back to his seat, feeling pleased ____ he was a man of action.选择一项：A. thatB. WhatC. which反馈正确答案是：thatThe new order means _____ overtime.选择一项：A. worksB. to workC. working反馈正确答案是：workingI was giving a talk to a large group of people，the same talk I ___to half a dozen other groups before.选择一项：A. am givingB. had givenC. was giving反馈正确答案是：had given正误判断题Liu Hui and Molly are discussing the issue of educational quality at a workshop.Liu Hui: Hi, Molly. Today's topic is educational quality. First, what does educational quality mean to you?Molly: As far as I'm concerned, quality education means good learning standards in educational institutions. So, educational quality ensures a desirable outcome for learners.Liu Hui: Sounds like after some serious thinking. However, many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept.Molly: Definitely, establishing a contextualized understanding of quality means including relevant stakeholders. Key stakeholders often hold different views and meanings of educational quality.Liu Hui: There are many prestigious universities in the US. They all providehigh-quality education. But some universities aren't known for their quality. It's hard to imagine the gap.Molly: Yes, in the US the quality in higher education is quite mixed. Universities like Harvard, Yale, MIT, etc., you know, are well-known all over the world. However, there are some institutions providing poor education, so called “diploma mills”.Liu Hui: In China, we have similar issues in educational quality. Some universities pay more attention to profits instead of quality.Molly: How to improve educational quality is an international issue. But, solutions are grounded in values, cultures and traditions and may be specific to a given nation as well.1. Molly thinks that educational quality ensures a satisfactory outcome for learners.回答正确答案是：T获得2.00分中的2.00分2. Liu Hui disagrees with Molly on the meaning of education quality.回答正确答案是：F获得2.00分中的2.00分3. All universities in the U.S. offer high-quality education.回答正确答案是：F获得2.00分中的2.00分4. Diploma mills cannot provide high-quality education.回答正确答案是：T获得2.00分中的2.00分5. In China, there isn't any diploma mill.回答正确答案是：F获得2.00分中的2.00分排序题A. even without international linksB. Chinese students and academicsC. the crisis on economic growthD. A strong research systemE. in part because of thisEducation and academic quality can mean different things to different people, depending on their perspective, role and context and, 回答正确答案是：E获得2.00分中的0.00分, quality is notoriously difficult to evaluate. The question of how to do this has been pursued for many years.Nevertheless, the goal of improving educational quality is agreed by all and stimulated further by the recent worldwide economic downturn and the need to counteract the impact of 回答正确答案是：C获得2.00分中的0.00分and prepare for economic recovery.As the World Bank and UNESCO said 10 years ago: “The quality of knowledge generated within higher education institutions, and its availability to the wider economy, is becoming increasingly critical to national competitiveness.” They also righ tly emphasized that “回答正确答案是：D获得2.00分中的0.00分at the national level opens up the possibility that substantial additional public benefits can be realized through international links.”This is precisely why 回答正确答案是：B获得2.00分中的2.00分should contribute to these global benefits, reforming and improving evaluation systems for educational and academic quality. Original and good research, especially in science, economics and social sciences, has a trickle-down effect on society. And it offers additional benefits 回答正确答案是：A获得2.00分中的0.00分, though international collaboration and exchange of the best evaluation policy and practice can bring substantial advantages to all partners in relation to lessons learned elsewhere.选择题Babies who are breast-fed may be more likely to be successful in life, a new study published Tuesday suggests. The study followed more than 3,000 babies into adulthood in Brazil. The researchers found those who were breast-fed scored slightly higher in intelligence tests in their 30s, stayed in school longer and earned more money than those who were given formula（配方奶粉）.“Breast-feeding not only has short-term benefits, but also breast-feeding has long-term benefits, ” says Bernardo Lessa Horta of the Federal University of Pelotas in Brazil, who led the study being published in The Lancet Global Health.Doctors have long known that breast-feeding can be good for a baby's health. This is especially true in poor countries, where water can be contaminated. For instance, a baby given formula in developing countries is 14 times more likely to die in the first six months than one who's breast-fed. In the U.S., some research has suggested that breast-feeding may raise a baby's IQ（智商）by a few points. But a recent study with siblings（兄弟姐妹）found little advantage to breast-feeding.Horta says these previous studies didn't follow children into adulthood to see if breast-feeding had long-term effects. So Horta analyzed data collected from 3,493 volunteers he and his colleagues have been following since birth. They are now in their 30s. First, the researchers gave the subjects IQ tests. Those who werebreast-fed for 12 months or more had IQ test scores that were 3.76 points higher than those who were breast-fed for less than one month, the team found.When Horta and his colleagues looked at how much education the subjects had gotten and how much money they were making, they also found a clear difference: Those who were breast-fed the longest stayed in school for about an extra year and had monthly salaries that were about a third higher.1. From the passage, we learn that Horta 回答正确答案是：A获得2.00分中的0.00分.A. is from BrazilB. conducts his research in the U.S.C. has 30 researchers on his team2. Which of the following about those who were breast-fed is NOT mentioned?回答正确答案是：B获得2.00分中的0.00分A. They stayed longer in schoolB. They were happierC. They were smarter3. Which of the following is TRUE?回答正确答案是：C获得2.00分中的2.00分A. Doctors don't understand the benefits of breast-feeding.B. Horta is concerned with water contamination in poor countries.C. Horta's research project lasted about 30 years4. The word contaminated in Paragraph 3 is closest in meaning to 回答正确答案是：C获得2.00分中的0.00分.A. finishedB. interestedC. polluted5. Which of the following is an appropriate title for this passage?回答正确答案是：C获得2.00分中的0.00分A. Researchers Have Pointed Out the Disadvantages of Breast-feedingB. Researchers Have Found Out the Shortcomings of FormulaC. Breast-feeding Improves Chances of Success。
国开作业《人文英语4》 (30)
题目：– I didn't know my identity card was needed, sir. – ________________________________选项 A： I don't believe you.选项 B： How dare you say that?选项 C：Sorry, but that's no excuse.答案： Sorry, but that's no excuse.题目：– Do you think I can borrow your bike for a few hour?________________________________ 选项 A： I don't think so.选项 B： I am afraid you can.选项 C：I'm sorry, but I really need it this afternoon.答案： I'm sorry, but I really need it this afternoon.题目：— Would you like a tea?— _________________.选项 A： I like green tea选项 B：Yes, I prefer coffee选项 C：Yes, please答案： Yes, please题目： Before the final examination, some students have shown ______ of tension. They even have trouble in sleeping.选项 A：marks选项 B：anxiety选项 C：signs答案： signs题目： How can he _____________ if he is not _____________?选项 A：be listening; heard选项 B：listen; hearing选项 C：hear; listening答案： hear; listening题目： The student were all entertained in a Mexican restaurant, at Professor Brian's ________ 选项 A：expense选项 B：money选项 C：pay答案： expense题目：— Is it going to be warm next week?— _________________.选项 A： No, it hasn't选项 B： I don't believe it选项 C：Yes, it is答案： Yes, it is题目：— So sorry to trouble you.— _________________.选项 A： It's a pleasure选项 B： I don't think so选项 C：It's your fault答案： It's a pleasure题目： Jane's dress is similar in designher sister's.选项 A：to选项 B：with选项 C：like答案： to题目： There's lots of fruit _________ the tree. Our little cat is also in the tree.选项 A：at选项 B：on选项 C：in答案： on题目： _____________ no need _____________ the radio as I'm used to studying with it on.选项 A： It's; turning up选项 B： It's; to turn down选项 C：There's; turning off答案： There's; turning off题目： You shouldn't ________ your time like that, Bob; you have to finish your school work tonight.选项 A：cut选项 B：kill选项 C：do答案： kill题目： Did you notice the guy _________head looked like a big potato?选项 A：whose选项 B：which选项 C：who答案： whose题目： With his work completed, the manager stepped back to his seat, feeling pleased ____ he was a man of action.选项 A：which选项 B：What选项 C：that答案： that题目： The new order means _____ overtime.选项 A：working选项 B：to work选项 C：works答案： working题目： Important ________ his discovery might be, it was regarded as a matter of no accountin his time.选项 A：as选项 B：when选项 C：until答案： as题目： --Did the medicine make you feel better?--No. The more __________, ___________ I feel. 选项 A：medicine I take; and the worse选项 B： I take medicine; the worse选项 C：medicine I take; the worse答案： medicine I take; the worse题目： I was giving a talk to a large group of people， the same talk I ___to half a dozen other groups before.选项 A：had given选项 B：am giving选项 C：was giving答案： had given题目： The young ______ interested in pop music.选项 A：have选项 B：is选项 C：are答案： are题目： As the busiest woman there, she made ______________ her duty to look after all the other people's affairs in that town.选项 A：this选项 B：that选项 C：it答案： it题目：正误判断题 Liu Hui and Molly are discussing the issue of educational quality at a workshop.Liu Hui: Hi, Molly. Today's topic is educational quality. First, what does educational quality mean to you?Molly: As far as I'm concerned, quality education means good learning standards in educational institutions. So, educational quality ensures a desirable outcome for learners.Liu Hui: Sounds like after some serious thinking. However, many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. Molly: Definitely, establishing a contextualized understanding of quality means including relevant stakeholders. Key stakeholders often hold different views and meanings of educational quality.Liu Hui: There are many prestigious universities in the US. They all provide high-quality education. But some universities aren't known for their quality. It's hard to imagine the gap. Molly: Yes, in the US the quality in higher education is quite mixed. Universities like Harvard, Yale, MIT, etc., you know, are well-known all over the world. However, there are some institutions providing poor education, so called “diploma mills”.Liu Hui: In China, we have similar issues in educational quality. Some universities pay more attention to profits instead of quality.Molly: How to improve educational quality is an international issue. But, solutions are grounded in values, cultures and traditions and may be specific to a given nation as well.1. Molly thinks that educational quality ensures a satisfactory outcome for learners. ( )2. Liu Hui disagrees with Molly on the meaning of education quality. ( )3. All universities in the U.S. offer high-quality education. ( )4. Diploma mills cannot provide high-quality education. ( )5. In China, there isn't any diploma mill. ( )答案：答案： 1. T 2. F 3. F 4. T 5. F 解析：1. 这是一道词义辨析题。
陌生环境中基于熟悉策略的英语移动学习研究
本研究立足于熟悉的真实环境有利于外语学习这一背景，通过设计熟悉策略来帮助学生熟悉陌生的学习环境，进而促进其英语学习。
本研究收集整理了其他研究者提出的帮助学习者熟悉陌生环境的方法，将其按照一定的逻辑组织起来，并加以扩充。
初步开发的熟悉策略共有51条，以进入陌生环境为界，将其划分为三类，即“进入陌生环境之前”、“在陌生环境中时”以及“离开陌生环境之后”。
该策略由两位计算机辅助语言学习领域的专家和两位经验丰富的英语教师进行了验证。
不同的环境和不同的学习者对熟悉策略的要求不同，因此研究者提出了尽可能多的策略，为学习者提供丰富的选择。
此外，为辅助英语移动学习活动，研究团队还开发了一个在线学习平台来帮助参与者完成陌生环境中的学习任务，为学习者提供学习资源、发布学习任务、展示创作内容。
通过预研究（一个实验），熟悉策略的有效性被初步证实。
两组学生在陌生环境下执行相同的英语学习任务。
使用熟悉策略的学习者表现出了更高的英语写作水平。
之后，研究者招募了8位七年级的英语教师组建焦点小组，讨论熟悉策略的有效性，及其在七年级阶段得可行性。
焦点小组共收集到约4个小时的音频。
对访谈内容进行编码，得到以下研究结果。
一是焦点小组能够提高七年级学生对陌生环境的熟悉度；二是熟悉策略适合七年级学生的特点，但仍需要克服以下三个问题：信息检索能力差异较大、未成年人的安全问题以及激发学习兴趣的需要。
为解决以上三个问题，焦点小组提出，熟悉策略的使用者应该在实际操作中强调教师参与和小组合作。
根据以上结果，研究者在原熟悉策略的基础上进行调整，提出了适合七年级学生的新熟悉策略。
基于以上研究结果，本研究提出了几点建议。
一是学生需要使用熟悉策略了解陌生的学习环境；二是学生需要根据需要灵活选择适用场景的策略；三是教师需要积极参与并成立小组，帮助学生完成信息检索、排除安全隐患，设计有趣的学习活动。
关键词：真实环境，陌生环境，熟悉策略，移动学习，英语Based on the background that the familiar authentic environment is conducive to foreign language (FL) learning, this study designed familiarization strategies to help students get familiar with the unfamiliar learning environment, to help English as a foreign language (EFL) learners improve their English learning performance.In this study, the ways proposed by other researchers to help learners get familiar with unfamiliar environments are collected and organized logically, and then expanded. There is a total of 51 familiarization strategies, which are divided into three categories: "before entering the unfamiliar environment", "during in the unfamiliar environment", and "after leaving the unfamiliar environment". The familiarization strategies were validated by two experts in the area of computer assisted language learning (CALL) and two experienced English teachers. Different environments and learners have different requirements for the familiarization strategies. Therefore, this study put forward as many strategies as possible to provide learners with rich choices. To support mobile English learning activities in unfamiliar environments, the research team developed an online learning platform to help participants complete learning tasks in unfamiliar environments, provide learners learning resources, publish learning tasks, and display what they created during tasks.Through a pilot study (an experiment), effectiveness of the familiarization strategies was preliminarily verified. Both groups of students performed the same English learning tasks in unfamiliar environments. Learners who used familiarization strategies showed higher levels of English writing. The researchers then recruited eight seventh-grade English teachers to form focus groups to discuss the effectiveness of familiarization strategies and their feasibility at the seventh-grade level. The focus group collected about four hours of audio as research data. The following results were obtained by encoding the interview content of focus group. First, focus groups can improve students' familiarity with unfamiliar environments. Second, the familiarization strategies are suitable for the characteristics of seventh grade students. But the following three problems still need to be overcome: the large difference in information retrieval ability, the safety of minors and the need to stimulate learning interest. To address these three issues, focus groups suggested that teachers and students of seventh grade should emphasize teacher participation and group cooperation in practice.According to the results, this study adjusted the original familiarization strategies and put forward new one which is suitable for students of seventh grade.Based on the above, this study puts forward several suggestions. First, students need to use familiarization strategies to understand unfamiliar learning environment in advance; Second, students need to flexibly choose applicable strategies according to their needs; Third, teachers should actively participate in and set up groups to help students complete information retrieval, eliminate security risks and design interesting learning activities.Key words: authentic environment, unfamiliar environment, familiarization strategies, mobile learning, EFLContents摘要 (I)Abstract ................................................................................................................................ I I ChapterI Introduction (1)1.1Background (1)1.2Definition of Key Concepts (3)1.2.1Authentic Learning Environment (3)1.2.2Familiar Environment and Unfamiliar Environment (4)1.2.3Familiarization Strategies (4)1.3The Aim of the Study (5)1.4Significance of the Study (6)1.4.1Theoretical Significance of the Study (6)1.4.2Practical Significance of the Study (6)1.5Research Method (7)1.5.1Pilot Study (An Experiment) (7)1.5.2Focus Group (7)ChapterII Literature Review (9)2.1Study of MALL in K-12 Stage (9)2.2MALL in Authentic Environment (9)2.3MALL in Familiar and Unfamiliar Environments (11)2.4Familiarization Strategies (14)ChapterIII Methods (17)3.1Research Material (17)3.1.1Familiarization Strategies (17)3.1.2Online Learning Platform (23)3.2Pilot Study: To Verify Effectiveness of Familiarization Strategies (26)3.2.1Procedure (27)3.2.2Data Collection and Data Analysis (28)3.3Focus Group (29)3.3.1Outlines of Focus Group (29)3.3.2Set up Focus Groups (31)3.3.3Data Collection (33)ChapterIV Results (34)4.1Effectiveness of Familiarization Strategies for Seventh Grade Students (34)4.2Applicability of Familiarization Strategies to Seventh Grade Students (35)4.3Familiarization Strategies for Seventh Grade Students (39)ChapterV Discussion (42)5.1The Development and Usage of Familiarization Strategies (42)5.2The Effectiveness of Familiarization Strategies (43)5.3Using Familiarization Strategies in Grade Seven Middle School Level (45)ChapterVI Conclusion (46)6.1Conclusion and Contribution of this Study (46)6.2Limitation of this Study (47)6.3Future Study (47)Reference (48)Appendix (55)Appendix A Familiarization Strategies (55)Appendix B Pre-test Materials (65)Appendix C Post-test Materials (66)Appendix D Results of Pre-test and Post-test in Pilot Study (67)Appendix E Rating Criteria of Tasks (68)Appendix F Results of Writing Quality in Tasks (69)Appendix G Frequency of Using Familiarization Strategies (72)Appendix H Outline of Focus Group (76)Appendix I Familiarization Strategies for Students of Seventh Grade (77)Academic Papers and Research Results Published During the Study (87)Acknowledgement (88)ChapterI Introduction1.1BackgroundEnglish is considered one of the most influential languages in the world (Chen, 2018), while in China, English as a foreign language (EFL) is a compulsory course for K-12 students. Some believe that being proficient in English can bring material prosperity by ensuring more education, international business, science, and technology (Li & Pan, 2009). Traditional English teaching always takes place in a fixed classroom, where teacher gives a lecture and the students sitting around to listen and take notes (Zhonggen, 2018; O’Malley & McCraw, 1999). In this relatively passive classroom context, the topics used in English teaching are often considered uninteresting because they are formatted out of authentic environment. It has a negative impact on both students' level of interest and academic performance (Cheng, Hwang, Wu, Shadiev, & Xie, 2010). As a result, a concern facing the traditional EFL learning is the discrepancy between students’ daily activities and literacy practices in classroom (Lee, 2019). Because the fixed learning environment cannot satisfy the correlation between environment and learning content, thus EFL learning in classrooms is commonly decontextualized and disconnected from real-life scenarios (Hwang, Chen, Shadiev, Huang, & Chen, 2014).Language is used in interaction and communication and should also be practiced in related contexts. Therefore, a specific related context should be emphasized (Lave & Wenger, 1991). Situational learning avoids providing learners with isolated or fragmented knowledge (Huang, Yang, Chiang, & Su, 2016). Because students who learn EFL in a situational learning environment can not only increase opportunities for more interaction and communication with others, but also connect their knowledge with the actual environment to form a more complete learning experience (Hwang & Chen, 2013). Extramural English (Chen, 2018; Sauro, 2017; Sauro & Sundmark, 2016) in an authentic environment (Huang, Shadiev, Sun, Hwang, & Liu, 2017; Hwang, Shih, Ma, Shadiev, & Chen, 2016; Ibáñez, Rueda, Galán, Maroto, Morillo, & Kloos, 2011; Lai & Gu, 2011) was found that significantly contributed to effective learning. An authentic learning environment provides a context that reflects the way knowledge and skills will be used in real life (Gulikers, Bastiaens, & Martens, 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts thatinvolve real-world problems (Reynolds, 2013; Shadiev, Hwang, & Huang, 2017).However, when choosing the learning environment which related to the learning content, it is found that some environments are familiar to learners, while others are unfamiliar. Because the number of environments that learners are familiar with is limited, so the learning materials provided by these learning environments are also limited, and it is impossible to meet all learning needs. At this point, the learner may choose to go to a place that is unfamiliar to him but related to the learning content, which full of learning materials. For example, while learning vocabulary about animals, teachers take students to zoos (Chang, Warden, Liang & Chou, 2018). When learning about history, teachers take students to museums (Wang, Liu & Hwang, 2017). In order to immerse themselves in the social circle of native speakers, many foreign language (FL) learners even go aboard to learn the target language. For example, Comas-Quin, Mardomingo and Valentine (2009) required students to complete a one week residential in Spain (a foreign country for students) with the aim of improving their speaking and listening skills. It's good to immerse oneself in an authentic environment that is related to the learning content, but it is found that a familiar learning environment is better for language learning than an unfamiliar environment (Hwang & Chen, 2013; Hwang et al, 2014; Shadiev, Hwang, Huang, & Liu, 2018a; Cheng et al.,2010). Because foreign language (FL) is already unfamiliar to learners, it is not good if the learning environment is also unfamiliar to them. Just as sheep are unwilling to accept new food in an unfamiliar environment (Burritt & Provenza, 1997). It's better to be exposed to new things in a familiar environment. A familiar environment could create advantages in comprehension and application of new knowledge (Shadiev et al., 2017; Shadiev, Hwang, Huang & Liu, 2016), in which learners could make use of available resources flexibly without much burden. Because when leaners enter familiar environments, background knowledge will guide their behavior and help predict what is to be expected (Shadiev et al., 2017) without information-processing load related to contextual knowledge. In such an environment, students are more inclined to learn, because they can apply new knowledge to solve problems, which are often encountered in their daily life (Golonka, Bowles, Frank, Richardson, & Freynik, 2014).Based on the above descriptions, it is found that when choosing a learning environment, two factors should be considered, that is, the relevance of the learning environment and learning content, and the familiarity of the learner with the learning environment. At its best, the chosen learning environment is both related to the content and familiar to the learner. At worst, students are put into an unfamiliar environment that irrelevant to what they are learning. In traditional English class, teachers usually show learning content unrelated to theenvironment in a classroom that is very familiar to students, such as discussing how to give directions to foreigners in the classroom. Now, let's think about what would happen if we satisfied the “related” factor preferentially and then solved the problem of students' unfamiliarity with the environment. Therefore, this study is inclined to explore strategies that can improve learners' familiarity with unfamiliar environments to reduce or even avoid the negative impact of unfamiliar environments on students' EFL learning, so as to provide some practical suggestions for English teachers.1.2Definition of Key ConceptsThis study is mainly concerned with four key concepts of authentic learning environment, familiar environment, unfamiliar environment, and familiarization strategies. Therefore, this section gives definition of these four concepts.1.2.1Authentic Learning EnvironmentAuthentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in the context which involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999). It focuses on connecting what students learn in school to real-world problems, problems, and applications. Because of the practicality or authenticity, students are more likely to be interested and motivated to what they are learning.The authentic learning environment is the real-life physical context that that facilitates student’s artifact creation (Wong, 2013). It provides a context that reflects the way knowledge and skills will be used in real life (Gulikers et al., 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts that involve real-world problems (Reynolds, 2013; Shadiev et al., 2017) which provides the following critical characteristics. First, it provides authentic contexts that reflect the way the knowledge will be used in real life. Second, it provides authentic activities that have real-world relevance, ideally ones which present complex activities to be completed over a sustained period. Third, it creates an opportunity for sharing learning experiences and accessing the experiences of learners regardless of their level of expertise. Finally, it promotes reflection and enables authentic learning assessment within the activities (Herrington & Oliver, 2000; Newmann & Wehlage, 1993; Nilson 2010; Wong, 2013).In this study, the processes, and products of the EFL artifact creation in an out-of-school settings, authentic environment supported by mobile technology are focused. Rather thanlearning out of authentic environment, all these learning experiences are considered as forms of personal or social meaning formation (Wong, 2013).1.2.2Familiar Environment and Unfamiliar EnvironmentMerriarn-Webster Dictionary defined familiar (2016) as frequently seen or experienced, easily recognized while unfamiliar (2016) was defined as not well-known or strange. Environment (2016) was defined as the circumstances, objects, or conditions by which one is surrounded. In this study, familiar environment is authentic circumstances, objects, or conditions by which one is surrounded that one frequently seen or experienced while unfamiliar environment is authentic environment that one not well-known or strange. It should be noted that in this study, both familiar and unfamiliar environments refer to real-life physical environments rather than fictional environments. According to Shadiev et al. (2015), the familiar authentic environment refers to the environment associated with learners' background and previous experience in which situation is predictable. Wong (2013) regards school and home as two familiar environments for students because they have frequent access to. Other authentic environments that are difficult for them to access in daily lives, such as shopping malls or other places they have visited during family outings, are considered unfamiliar because students usually do not go there often or stay there for a long time.In this study, students' familiarity with the authentic environment was realized through self-assessment. We recommend that students rank their familiarity with the environment on a scale of 10. They use 0 for the level that most unfamiliar with the authentic environment, and 10 for the level that most familiar.1.2.3Familiarization StrategiesIn this paper, the familiarization strategies refer to some strategies proposed by the author. In the papers involving familiar learning environment and unfamiliar learning environment, many scholars have mentioned the tips to help students get familiar with the environment (Baskaya, Wilson, & Özcan, 2004; Chang, Tseng, & Tseng, 2011; Chu, 2014;). The author sorted out and improved these scattered strategies according to certain logic to form a set of strategies specially designed to improve students' familiarity with the unfamiliar environment. The author's expectation is that by using these strategies, students can improve their familiarity with unfamiliar environments and reduce the negative impact of unfamiliar environments on their FL learning.The author first proposes these strategies that may improve students' familiarity with unfamiliar environments, and then have discussions with the research team and professional English teachers to make further modifications. Later, these strategies will be verified in a pilot study and discussed in a focus group to show their effectiveness. In addition, there is a guess that some strategies may be generic for all kinds of environments, while others need to work in specific environments.1.3The Aim of the StudyAccording to the research, there are many advantages to learning a FL in the familiar environment (Chang, Chang, & Shih, 2016; Cheng et al., 2010; Hwang & Chen, 2013; Lai & Gu, 2011; Shadiev et al., 2018a; Skehan, 1998), but there are also disadvantages. For example, the number of familiar environments to learners is limited, and these environments may not provide all the materials for learning FL. Similarly, unfamiliar environments do not have only negative effects on FL learners. There are unlimited materials and possibilities for language learning in unfamiliar environments. At present, however, few studies focus on English learning in unfamiliar environments and how to eliminate the negative effects of unfamiliar environments on foreign language learners. If there are ways to improve learners' familiarity with unfamiliar environments, then, learners can finally enjoy the dual benefits of familiar and unfamiliar environments. Therefore, the most important aim of this study is to develop familiarization strategies to help students get familiar with unfamiliar environments and ultimately help EFL learners improve their English learning performance. However, the current recruitment of K-12 school students for intensive off-campus learning activities have practical obstacles. Therefore, this study intends to conduct a pilot study to verify the effectiveness of the familiarization strategies, and then organize English teachers in K-12 schools to form focus groups to improve the strategies, so, as to ensure the feasibility of the familiarization strategies in K-12 schools. To this end, this study aims to accomplish the following four specific objectives.Firstly, develop familiarization strategies. The study will propose as many strategies as possible and organize them logically to provide learners with a variety of choices.Secondly, the effectiveness of familiarization strategies was preliminarily verified through the pilot study (an experiment). In the pilot study, whether using familiarization strategies was taken as the research variable to investigate whether there was a significant difference in English performance of the participants with or without familiarizationstrategies intervention.Thirdly, to discuss whether the familiarization strategies are applicable to K-12 school students and to collect suggestions for improving familiarization strategies. To achieve these, the study will recruit English teachers of seventh grade in middle school to form focus group.Fourthly, adjust the familiarization strategies according to the recommendations of focus groups to make it more suitable for the characteristics of the seventh-grade students.1.4Significance of the StudyThis study has great significance both in the theoretical and practical aspect of EFL learning and teaching. Therefore, this section discusses it from the theoretical and practical perspectives.1.4.1Theoretical Significance of the StudyAlthough some studies have explored the impact that learners' familiarity with the authentic environment may have on learners (Cheng et al., 2010; Shadiev et al., 2017; Wong, 2013), few studies focus on EFL learning in an unfamiliar environment and figure out how it affects students’ learning performance.Researches on students' familiarity with the learning environment mostly focuses on the influence of the familiar environment on students (Shadiev et al., 2017). It is found that familiar authentic environment could create advantages related to comprehension and application of new knowledge (Shadiev et al, 2017). However, when students come into an unfamiliar environment, these advantages disappear. They need to make some efforts to familiarize themselves with the environment instead of focusing on language acquisition firstly.From the theoretical perspective, based on the authentic learning theory that language acquisition is related to context, this study extends the exploration of Mobile assisted language learning(MALL) to unfamiliar authentic environments, creatively proposes strategies to improve students' familiarity with the environment, thus expanding the research scope of current EFL acquisition.1.4.2Practical Significance of the StudyBecause of the benefits of familiar environments, researchers suggested that FL learning should better take place in a familiar authentic environment (Cheng et al., 2010; Hwang & Chen, 2013; Hwang et al, 2014; Shadiev et al., 2018a). However, students arefamiliar with a limited number of environments in which there may be no much material related to the FL learning content. Therefore, students cannot always learn EFL in a familiar authentic environment. Sometimes, they need to go to unfamiliar authentic environment to find enough learning materials in the environment. Although teachers or parents sometimes take students to study in zoos or museums, little attention has been paid to how to avoid the impact of unfamiliar environments such as "zoos" and "museums" on learning.Compared with familiar environments, there are some problems and deficiencies of FL learning in unfamiliar environments. From the perspective of practice, this study tries to design a series of strategies to help students get familiar with the real environment and reduce the negative impact of unfamiliar environment on students' foreign language acquisition. On this basis, it further clarifies the questions to be paid attention to when students of seventh grade use familiarization strategies.1.5Research Method1.5.1Pilot Study (An Experiment)The pilot study takes the form of an experiment. Whether or not using the familiarization strategies is taken as the research variable. According to their will, participants chose an unfamiliar environment related to the learning content to complete the task published by the online learning platform.1.5.2Focus GroupIn the past few years, some books have appeared on the use and benefits of focus groups (Krueger, 1988; Morgan, 1988).It is generally used by social science researchers to obtain qualitative data (Madriz, 2000) through engaging a small number of people in an informal group discussion on a specific topic or set of issues (O'hEocha, Wang, & Conboy, 2012; Parent, Gallupe, Salisbury, & Handelman, 2000; Wilkinson, 2004). In contrast to individual interviews, the interactivity and synchronization of focus group discussions allow participants to discuss, agree or disagree with each other's ideas of view and elaborate on the points they have already mentioned (Nili, Tate, & Johnstone, 2017). Therefore, this method not only helps people obtain deeper shared meaning to improve the credibility of research results (Kitzinger, 1994; Stahl, Tremblay, & LeRouge, 2011), but also enables researchers to observe rich group interaction data and conversations on research topics in a short period of time (Greenbaum, 1998).This study is to obtain the opinions and suggestions of seventh grade English teachers on the issue of "whether the familiarization strategies are suitable for students of grade seven middle school level". Due to the features of intuitive, easy to operate, low cost and strong interactivity of the focus group, the researcher believe that a rich set of data can be obtained at a lower cost.ChapterII Literature ReviewChapter II summarizes the related literature on authentic learning, familiar and unfamiliar environments, familiarization strategies and mobile learning in middle school level. Then, the research hypotheses of this study are put forward.2.1Study of MALL in K-12 StageMobile technology plays an important role in our daily life (Liu & Chen, 2015). Many researchers are committed to using mobile technology to overcome the limitations of traditional FL classroom (Ahn & Lee, 2016) and realize seamless learning (Liu, 2009) and authentic learning (Hsu, 2017; Tai, 2012, Wong, 2013).The potential of FL learning supported by mobile technology is huge (Shadiev et al., 2016). Kukulska-hulme and Shield (2008) pointed out that language learning enabled by mobile technology possibly makes new ways of FL learning. Learners can use mobile devices to record learning, communicate, collaborate, and combine online and offline learning, classroom and after-school learning, collaborative learning, and individual learning. Shadiev, Hwang and Huang reviewed the literature on mobile language learning in authentic environment from 2007 to 2016 (Shadiev et al., 2017). The most common mobile technologies found were smartphones, mobile phones and personal digital assistants. The most common target language was English. From the perspective of learning, the most common participants are college students and primary school students. The author has reviewed 10 journals published on SSCI from 2014 to 2019 (Shadiev & Yang, 2020). And counted the techniques used in the field over the past five years. The study found that most of these technologies were mobile technology or technologies that allowed to run on mobile devices. In addition, and the most common participants were also students of college or primary school. Students of junior and senior high school were less to appear in the related study. That is possibly because of the greater academic pressure in junior and senior high school and the less time available for free scheduling. Nevertheless, there is still a need for junior and senior high school students to use mobile technology to assist their FL learning.2.2MALL in Authentic EnvironmentResearchers who support the socio-cultural perspectives of language learningemphasize the need to situate FL learners in authentic environments where take place social interaction easily so that language learning and language use could occur simultaneously (Swain & Lapkin, 2000; Wong, King, Chai & Liu, 2016). Because in authentic environments, students learn from real materials and realistic environment, so they can solve real problems they meet in daily life (Hwang, Nguyen, & Pham, 2019). The theory of authentic learning suggests that learning is context-related (Lave & Wenger, 1991). Context and learning should not be separated (Herrington & Herrington, 2008). Because students could use contextual cues in authentic learning environment to define the meaning of new words and sentences, thus, they could learn more effectively (Huang, Huang, Huang, & Lin, 2012). However, classroom learning lacks a rich realistic environment that separates language learning from language use, which is abstract and disconnected from real-life contexts. Therefore, many studies support the idea of extending language learning in the classroom to authentic environments outside of school (Alioon & Delialioğlu, 2019; Kiernan & Aizawa, 2004).According to the research, when students study in topic-related authentic environment rather than a traditional classroom, they benefit from activities that promote their interest and motivation in the subject of study (Chu, 2014). Students learn more easily when the learning content related to their real-life environment (Rusman, Ternier, & Specht, 2018). Besides, Wong and Looi (2010) presented two novel case studies of MALL that emphasize learner-produced content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the personal mobile devices provided to them to take photos in real-life contexts to construct sentences with the newly acquired prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience. According to the research of Lan and Lin (2016), the Chinese as a second language (CSL) learners in the authentic group made significantly fewer errors when executing language tasks than did those in the traditional classroom group. Furthermore, they did not depend on their first language to communicate with the people they visited in the real world and they had more peer cooperation with the support provided by the mobile seamless learning platform (MOSE) compared with those in the classroom group. Wong et al. (2016) conducted a corpus-based analysis of 1043 social media items to determine the patterns of the students’ vocabulary usage. The results show that the quality of artifacts was higher in informal (versus formal) contexts, and in ‘other locations’ (versus classroom). Students were also more inclined to use less frequent。
接受更高级的教育英语作文
接受更高级的教育英语作文In today's competitive global marketplace, the value of higher education cannot be overstated. As the world becomes increasingly interconnected, English has emerged as the lingua franca, making the pursuit of higher education in English a strategic choice for many students. This essay will explore the significance of obtaining advanced degrees in English, focusing on the benefits it offers to individuals and the broader implications for society.Firstly, higher education in English equips students with the language proficiency necessary to navigate the global job market. English is the primary language of international business, science, and technology. By mastering English, graduates can communicate with a wider audience, collaborate on international projects, and access a wealth of information that is predominantly published in English.Secondly, the critical thinking and analytical skills developed through higher education in English are invaluable. English-medium institutions often emphasize research, debate, and the application of knowledge to real-world problems. Students are encouraged to question, analyze, and synthesize information, which are skills that are highly transferable to various professional fields.Moreover, pursuing higher education in English can lead to a deeper understanding of cultural diversity. English-speakingcountries are known for their multicultural societies, and educational institutions in these countries often attract a diverse student body. This diversity fosters an environment where students can learn from one another's perspectives, promoting cultural sensitivity and global awareness.In addition, higher education in English can open doors to international opportunities. Many multinational corporations and international organizations prefer candidates who have been educated in English, as it indicates a certain level of proficiency and adaptability. Furthermore, advanced degrees in English can facilitate further academic pursuits, such as research collaborations or doctoral studies, which are often conducted in English.Lastly, the prestige associated with higher education in English can enhance an individual's career prospects. A degree from a reputable English-speaking university can be a significant asset, signaling to employers a high level of academic achievement and a commitment to excellence.In conclusion, pursuing higher education in English is not just about learning the language; it is about acquiring a set of skills, knowledge, and experiences that can have a profound impact on an individual's personal and professional development. As the world continues to globalize, the importance of English in higher education will only grow, making it an increasingly attractive option for students seeking to enhance their global competitiveness.。
越来越多的学生开始使用手机英语作文
越来越多的学生开始使用手机英语作文全文共3篇示例，供读者参考篇1With the rapid development of technology, smartphones have become an indispensable part of our lives. More and more students are using smartphones to study English. This trend has both positive and negative aspects, which are worth exploring.First and foremost, the use of smartphones can greatly enhance students' English learning experience. With access to various language learning apps, online dictionaries, and educational websites, students can easily find resources to improve their English skills. Additionally, many language learning apps offer interactive exercises and games, making learning fun and engaging. This can help motivate students to study English regularly and consistently.Moreover, smartphones provide students with the opportunity to practice English anytime and anywhere. With the convenience of mobile devices, students can listen to English podcasts during their daily commute, watch English videos during their break time, or chat with native speakers throughlanguage exchange apps. This constant exposure to English can help students improve their listening, speaking, reading, and writing skills effectively.On the other hand, the excessive use of smartphones for English learning may also have some negative impacts. For instance, students may become overly reliant on technology and neglect traditional language learning methods, such as reading books or attending language classes. This may hinder their overall language development and limit their ability to communicate effectively in real-life situations.Furthermore, the use of smartphones for English learning may also lead to distractions. With the constant notifications from social media, games, and other apps, students may find it challenging to stay focused on their English studies. This can result in reduced productivity and learning outcomes.In conclusion, the increasing use of smartphones for English learning among students has both benefits and drawbacks. While smartphones can provide easy access to a wide range of language learning resources and opportunities for practice, they may also lead to overreliance on technology and distractions. Therefore, it is important for students to strike a balance between using smartphones for English learning and engagingin traditional language learning methods. By leveraging the advantages of smartphones while minimizing the disadvantages, students can enhance their English proficiency and achieve their language learning goals.篇2With the advancement of technology, there has been a significant increase in the number of students using mobile phones for various purposes, including learning English. This trend is not surprising, considering the portability and accessibility of smartphones, as well as the numerous educational tools and resources available online. In this article, we will explore the reasons why more and more students are turning to their phones to improve their English skills.One of the main reasons for the popularity of mobile phones among students is the convenience they offer. With a smartphone, students can practice English anytime, anywhere, without the need for traditional language learning materials such as books or CDs. This flexibility allows students to study at their own pace and in their own time, making it easier to incorporate English learning into their daily routine.Another key factor driving the use of mobile phones for learning English is the wide range of educational apps and platforms available. From grammar exercises to vocabulary games, students can access a wealth of resources to help them improve their language skills. Many of these apps also offer interactive features such as quizzes and challenges, making learning English fun and engaging for students of all ages.Furthermore, mobile phones provide students with instant access to online resources such as language learning websites, podcasts, and YouTube channels. These platforms offer a wealth of authentic English content, allowing students to immerse themselves in the language and improve their listening and speaking skills. By using their phones to consume English media, students can also develop their cultural awareness and gain insights into different aspects of the English-speaking world.In addition to being a valuable learning tool, mobile phones can also help students to connect with native English speakers and other learners around the world. Social media platforms such as Facebook, Instagram, and Twitter provide opportunities for students to practice their English in real-life conversations and exchange language tips and advice. Online language exchange platforms and language learning communities alsoallow students to find study partners and practice speaking with people from different countries and cultural backgrounds.Despite the many benefits of using mobile phones for learning English, there are also some potential drawbacks to consider. One concern is the potential for distractions, as students may be tempted to use their phones fornon-educational purposes such as social media or gaming. To address this issue, it is important for students to set boundaries and establish a balance between using their phones for learning and leisure activities.Another challenge is the quality of online resources, as not all apps and websites are created equal. It is important for students to do their research and choose reputable, high-quality platforms that offer accurate and relevant language content. Teachers can also play a role in guiding students towards effective learning resources and helping them to develop good study habits.In conclusion, the increasing use of mobile phones among students for learning English is a reflection of the changing landscape of education in the digital age. With the right tools and resources, mobile phones can be a powerful ally in helping students to improve their language skills and connect with theglobal community. By harnessing the potential of mobile technology, students can enhance their learning experience and take their English proficiency to new heights.篇3With the rapid development of technology, more and more students are beginning to use mobile phones for various purposes, including learning English. This trend has both advantages and disadvantages, which will be explored in this essay.One of the main benefits of students using mobile phones for learning English is the convenience it offers. With just a few taps on their device, students can access a wealth of learning materials, such as language learning apps, online courses, and educational videos. This allows them to study English anytime and anywhere, making it easier to fit language learning into their busy schedules. Additionally, mobile phones often provide interactive and engaging ways to practice English, such as through games or quizzes, which can make learning more enjoyable and effective.Furthermore, the use of mobile phones for learning English can help students improve their language skills in a practical way.For instance, students can use language learning apps to practice speaking and pronunciation, or they can communicate with native speakers through messaging apps or language exchange platforms. This real-life practice can help students become more confident in using English in everyday situations, which is essential for language fluency.However, there are also drawbacks to students using mobile phones for learning English. One concern is the potential for distraction. With the endless possibilities for entertainment and social media on their devices, students may find it difficult to stay focused on their English studies. This could result in them spending more time scrolling through social media feeds rather than practicing their language skills, leading to a lack of progress in their English proficiency.Another issue is the quality of the learning materials available on mobile phones. While there are many excellent resources for learning English online, there is also a lot of inaccurate or low-quality content that may not be beneficial for students. Without the guidance of a teacher or language expert to help them navigate these resources, students may struggle to find reliable and effective learning materials to support their language learning goals.In conclusion, the increasing use of mobile phones by students for learning English has both advantages and disadvantages. While mobile phones offer convenience, practicality, and engaging ways to practice language skills, students may also face distractions and difficulties in finding high-quality learning materials. To make the most of their mobile phone for learning English, students should set clear goals, establish a routine for studying, and seek out reputable resources and support to guide them in their language learning journey.。
某高校手机阅读目的调查英语作文
某高校手机阅读目的调查英语作文英文回答：Purpose of Mobile Reading Survey Among College Students.1. What are the primary purposes of mobile reading among college students?Mobile reading serves several primary purposes among college students:Academic: Students utilize mobile devices to access course materials (e.g., textbooks, articles, lecture notes), participate in online discussions, and complete assignments.Informational: They leverage mobile devices to gather information for research projects, assignments, andpersonal interests.Leisure: Mobile reading provides a convenient way forstudents to enjoy literature, news, and other forms of entertainment.Social: Mobile devices facilitate social reading experiences, allowing students to share and discuss content with peers and participate in online communities.2. How does mobile reading compare to traditionalprint reading?Mobile reading differs from traditional print readingin several key aspects:Convenience: Mobile devices offer greater convenience and portability, enabling students to read anywhere, anytime.Multitasking: Mobile reading allows for multitasking, as students can simultaneously read and engage with other activities on their devices.Interactivity: Mobile devices provide interactivefeatures, such as annotating, sharing, and accessing multimedia content, which can enhance the reading experience.Accessibility: Mobile reading reduces barriers to access, particularly for students with disabilities or those in remote areas.3. What are the potential benefits and drawbacks of mobile reading?Benefits:Increased accessibility: Mobile devices make reading materials more readily available, even outside traditional library hours.Enhanced engagement: Interactive features and multimedia content can foster deeper comprehension and engagement.Personalized experience: Mobile devices allow studentsto customize their reading experience (e.g., font size, lighting, annotations) to suit their individual preferences.Social connectivity: Mobile reading facilitates social sharing and discussion, fostering collaboration and knowledge sharing.Drawbacks:Digital distraction: Mobile devices can be a source of distraction, tempting students to engage in non-reading activities.Eye strain: Prolonged mobile reading can cause eye strain, particularly under dim lighting conditions.Battery consumption: Mobile devices require regular charging, which can be an inconvenience for extendedreading sessions.Digital divide: Access to mobile devices and reliable internet connectivity may vary based on socio-economicfactors, creating a digital divide.4. What are the implications of mobile reading for higher education?Mobile reading presents several implications for higher education:Redefining teaching methods: Educators need to adapt teaching methods to incorporate mobile reading and its unique affordances.Enhancing curriculum design: Mobile devices can be leveraged to create interactive and engaging learning materials.Addressing equity and accessibility: Institutions must ensure equitable access to mobile devices and internet connectivity for all students.Developing digital literacy: Universities shouldfoster digital literacy skills among students to optimizethe benefits of mobile reading.5. What can be done to promote effective mobile reading in higher education?Educators can promote effective mobile reading by:Incorporating mobile-friendly materials into courses.Providing guidance on responsible mobile use and avoiding distractions.Encouraging collaborative reading experiences through social media and online forums.Institutions can support mobile reading by:Investing in mobile-friendly infrastructure (e.g., Wi-Fi, mobile apps).Offering mobile-based support services (e.g.,online tutoring, technical assistance).Collaborating with publishers to make textbooksand other materials available in digital formats.中文回答：大学生手机阅读目的调查。
国家开放大学电大本科《人文英语4》2028-2029期末试题及答案(试卷号：1390)
国家开放大学电大本科《人文英语4》期末试题及答案7 （试卷号：1390）一、交际用语（共计10分，每小题2分）1-5题:阅读下面的小对话，选择恰当的答语，并将正确答案选项填写在答题纸上。
1.- How have you been lately, Molly?A.Not bad.B.I was at home.C.See you later.2.--- What do you think of this novel?A.r ve read it.B.It" s well-written-C.It was written by my uncle.3.T am really fed up with Larry!A.How is she?B.Are you OK?C.Why do you say that?4.-What do you think of death penalty?A.Don，t talk to me.B.Leave me alone.C-1 think it，s good in some sense.5.- What does educational quality mean to you?_, quality education means good learning standards in educat ional insti tut ions.A.As far as 1' m concernedB.I have no ideaC.I don， t agree with you附：1.-最近过得怎么样，莫莉？A.不错。
B.我在家。
C.待会见。
2.一你觉得这本小说怎么样?A.我读过。
B.写得好。
C.这是我叔叔写的。
3.-我真的受够了拉里！A.她好吗？B.你还好吗？C.为什么这么说？4.一你怎么看死刑？A.别跟我说话。
B.别管我。
C.我认为从某种意义上说是好的。
5.一教育质量对您来说意味着什么?素质教育意味着教育机构的良好学习标准。
沪教版英语高二选修一
沪教版英语高二选修一The Significance of Shanghai's English Curriculum for High School StudentsIn the dynamic and ever-evolving landscape of education, the Shanghai Education Bureau's English curriculum for high school students has emerged as a standmark of excellence. Designed to cater to the needs of the 21st-century learner, this comprehensive program aims to equip students with a robust foundation in the English language, empowering them to navigate the global arena with confidence and proficiency.At the heart of this curriculum lies a deep understanding of the crucial role that English proficiency plays in shaping the future of young minds. In a world where the ability to communicate effectively in a global language is paramount, the Shanghai Education Bureau has recognized the immense value in providing students with the necessary tools and resources to excel in this arena.The curriculum's structure is meticulously crafted to ensure a seamless progression of knowledge and skills. Beginning with a strong emphasis on foundational grammar and vocabulary, theprogram gradually introduces more complex language structures, reading comprehension strategies, and advanced writing techniques. This systematic approach not only strengthens students' linguistic abilities but also fosters their critical thinking and problem-solving skills, preparing them for the demands of higher education and the professional realm.One of the standout features of the Shanghai English curriculum is its integration of authentic learning experiences. Rather than relying solely on textbook-based instruction, the program incorporates a diverse array of multimedia resources, interactive activities, and real-world scenarios. This approach not only enhances student engagement but also cultivates a deeper understanding of the practical applications of the English language.Moreover, the curriculum places a strong emphasis on cultivating intercultural awareness and communication skills. Students are encouraged to explore the rich cultural tapestry of English-speaking nations, fostering a global mindset and an appreciation for diverse perspectives. Through cross-cultural exchanges, debates, and collaborative projects, learners develop the ability to navigate the nuances of international interactions, a crucial skill in today's interconnected world.Importantly, the Shanghai English curriculum also recognizes theimportance of catering to individual learning needs and preferences. The program incorporates a range of teaching methodologies and assessment strategies, allowing teachers to tailor their instruction to the unique strengths and challenges of each student. This personalized approach ensures that every learner is empowered to reach their full potential, regardless of their starting point.The impact of the Shanghai English curriculum extends far beyond the classroom walls. Graduates of this program have consistently demonstrated a high level of English proficiency, enabling them to excel in various academic and professional endeavors. Many have gone on to pursue prestigious higher education opportunities both within China and abroad, while others have seamlessly integrated into the global workforce, leveraging their language skills to drive innovation and collaboration.Furthermore, the Shanghai English curriculum has garnered international recognition for its excellence. Educators and policymakers from around the world have turned to this model as a benchmark for effective language education, recognizing its ability to cultivate well-rounded, globally-minded individuals who are poised to lead in an increasingly interconnected world.In conclusion, the Shanghai Education Bureau's English curriculum for high school students stands as a testament to the transformativepower of education. By equipping learners with a robust command of the English language, coupled with a deeper understanding of diverse cultures and global perspectives, this program prepares students to thrive in the 21st-century landscape. As Shanghai continues to be at the forefront of educational innovation, its English curriculum remains a shining example of how language education can empower the next generation of leaders and global citizens.。
英语作文,手机用来学习英语和其他知识
Mobile Devices as a Tool for LearningEnglish and Other Forms of KnowledgeIn the modern era, mobile phones have evolved from mere communication devices to powerful tools for accessing and acquiring knowledge. Their portability, convenience, andvast array of applications make them invaluable companions for learners seeking to enhance their English languageskills and broaden their understanding of various subjects. One of the most significant benefits of using mobile phones for learning English is the ease of access to language-learning resources. With the help of various applications, users can practice listening, speaking, reading, and writing skills anytime, anywhere. These apps often offer interactive exercises, simulations, and real-time feedback, providing a personalized learning experience tailored to the user's needs and abilities.Moreover, mobile phones enable learners to immerse themselves in the English language environment. Through streaming services, podcasts, and online communities, users can expose themselves to authentic English language content, improving their comprehension and fluency. This immersiveapproach is particularly effective for those who may not have access to traditional language-learning environments, such as English-speaking countries or classrooms.Beyond English language learning, mobile phones also serve as a gateway to a vast array of knowledge in various fields. With the help of educational apps, online courses, and research tools, users can explore topics ranging from science and math to history and art. These resources often provide interactive and engaging content that makeslearning more enjoyable and effective.The portability of mobile phones also makes them ideal for on-the-go learning. Whether commuting to work, waiting for an appointment, or simply taking a break, learners can utilize their phones to brush up on their skills or delve into new areas of interest. This flexibility allows for a more seamless integration of learning into daily life, making it easier to maintain a consistent learning routine. However, it is worth noting that while mobile phones offer numerous benefits for learning, they should not be considered a replacement for traditional forms of education. Instead, they should be viewed as complementary tools thatcan enhance and supplement traditional learning methods. Used responsibly and effectively, mobile phones can be powerful allies in the pursuit of knowledge.In conclusion, mobile phones have revolutionized theway we learn, providing convenient and accessible tools for enhancing English language skills and exploring various fields of knowledge. By leveraging the power of these devices, learners can immerse themselves in the language, explore new areas of interest, and maintain a consistent learning routine. As technology continues to evolve, therole of mobile phones in learning will likely become even more prominent, opening up new possibilities for learners worldwide.**手机作为学习英语和其他知识的工具**在现代社会，手机已经从单纯的通讯工具演变为获取知识的强大工具。
关于使用手机英语作文
关于使用手机英语作文In the digital age, the use of mobile phones has become ubiquitous, and their impact on various aspects of life, including education, is significant. This essay will explore the role of mobile phones in English learning, discussing both the advantages and challenges they present.Firstly, mobile phones offer a convenient platform for accessing a wealth of English learning resources. With apps like Duolingo, Rosetta Stone, and BBC Learning English, learners can study vocabulary, grammar, and pronunciation at their own pace, anytime and anywhere. These applications often use gamified elements to make the learning process more engaging and less intimidating, particularly for beginners.Secondly, mobile phones facilitate communication with native speakers. Through social media platforms and language exchange apps, students can interact with English speakers from around the world, practicing their conversational skills in a real-time, authentic context. This exposure to different accents and colloquialisms can greatly enhance their language acquisition.Moreover, mobile phones provide tools for immediate feedback and correction. Features like speech-to-text and online dictionaries allow learners to check their pronunciation and understand new words instantly. This immediate feedback loop can be highly beneficial for reinforcing learning andcorrecting mistakes on the spot.However, the use of mobile phones in English learning is not without its challenges. One of the main concerns is the potential for distraction. With the plethora of apps and notifications vying for attention, it can be difficult for learners to maintain focus on their studies. Additionally, over-reliance on translation apps can hinder the development of critical thinking and problem-solving skills necessary for true language proficiency.Another challenge is the digital divide. Not all students have access to smartphones or high-speed internet, which can limit their ability to use mobile technology for language learning. This disparity can exacerbate existing educational inequalities.In conclusion, mobile phones have the potential to revolutionize English learning by providing accessible, interactive, and personalized learning experiences. However, educators and learners must be mindful of the potential distractions and ensure that mobile phone use complements, rather than replaces, traditional language learning methods. By striking the right balance, mobile phones can be a powerful tool in the quest for English fluency.。
手机听音乐英语作文高中
手机听音乐英语作文高中Title: The Influence of Mobile Music on High School Students' English Learning。
In today's digital age, mobile phones have become an indispensable part of our lives, offering a myriad of functionalities including music playback. The prevalence of smartphones has significantly impacted various aspects of society, including education. Among high school students, the habit of listening to music on their phones is particularly common. In this essay, I will delve into the influence of mobile music on high school students' English learning.To begin with, the accessibility of music on mobile phones provides high school students with a convenient means of exposure to the English language. With just a few taps on their smartphones, students can access a vastlibrary of English songs spanning different genres and eras. This exposure to authentic English content outside theclassroom environment contributes to the development of listening skills, comprehension, and pronunciation. By immersing themselves in English music, students can familiarize themselves with native speakers' accents and colloquial expressions, thus enhancing their overall language proficiency.Furthermore, mobile music serves as a valuable supplementary resource for English learning. Many educational apps and platforms offer curated playlists designed specifically to aid language acquisition. These playlists often feature songs with clear lyrics and engaging melodies, making them both enjoyable and educational. High school students can leverage these resources to reinforce vocabulary, grammar structures, and language usage in a fun and interactive way. Moreover, music has been shown to stimulate memory retention, making it an effective tool for memorizing English words and phrases.However, it is important to acknowledge the potential drawbacks of excessive reliance on mobile music for Englishlearning. One concern is the risk of distraction and reduced focus during study sessions. While listening to music can create a conducive learning environment for some students, others may find it difficult to concentrate with background noise. Additionally, the passive nature of music consumption may limit opportunities for active engagement with the language, such as speaking and writing practice. Therefore, it is essential for students to strike a balance between enjoying music and engaging in more interactive forms of language learning.In conclusion, mobile music plays a significant role in shaping high school students' English learning experiences. Its accessibility, versatility, and entertainment value make it a popular choice for supplementing traditional classroom instruction. By incorporating English songs into their daily routines, students can enhance their listening comprehension, vocabulary acquisition, and overall language proficiency. However, it is imperative for students to manage their music consumption wisely and complement it with other forms of language practice to maximize its educational benefits.。
大学生移动学习注意力差异研究
１ ０ ３ ２０ １ １ ４ ０ ９ ００ ５
名：
赵鑫
论 文 题 目 ： 大 学 生 移 动 学 习 注 意 力 差 异 研 究
中 文 关键 词 ： 移 动 学 习 ：
注 意力 ：
脑波 实验；
差 异 研 宄
江 苏 师 范 大 学 学 位 论 文 版 权 使 用 授 权 书
本 学 位 论 文 作 者 完全 了 解 江 苏 师 范 大 学 有 权 保 留 并 向 国 家 有 关 部 门 或 机 构 送 交 论 文 的 复 印 件 和 电 子 版 ， 允 许 论 文 被 查 阅 和 借 阅 。 本 人授 权 江 苏 师 范 大 学 可 以 将 本 学 位 论 文 的 全 部 或
研究得出以下结论： 学习兴趣与接受度呈显著正相关关系，学习成绩与注意力呈显著正相关关 系。 环境和学习姿势对移动学习注意力存在交互作用。当学习者处于坐着姿势 时，环境对其影响程度要高于站着和行动中。 不同环境（安静、嘈杂）之间移动学习注意力存在显著差异，安静环境中 的移动学习注意力要显著高于嘈杂环境中的注意力；不同学习姿势（坐着、站着、 行动中）之间移动学习注意力存在显著差异，坐着姿势中的移动学习注意力显著高 于站着和行动中。 不同时间段（上午、下午、晚上）之间移动学习注意力不存在显著差异；
I
不同性别（男、女）之间移动学习注意力不存在显著差异。 在总结分析移动学习相关研究的基础上，开展大学生移动学习注意力差异研
究，从注意力视角出发，从外部环境和学习者自身两个层面提出了有关移动学习发 展的建议，为提高广大移动学习者的学习效果提供指导，并促进移动学习的发展。
关键词：移动学习；注意力；注意力差异；脑波实验
本 人 学位 论 文 与 资 料若 有 不 实 ， 愿 意 承 担一 切 相 关 的 法 律 贵 任 。
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HER07131Authentic mobile learning in higher educationAnthony HerringtonUniversity of WollongongJan HerringtonUniversity of WollongongAbstractThe ready availability and uptake of devices such as mobile phones, personal digitalassistants and mobile music players, have permeated the manner and means of humancommunication, socializing and entertainment on a large scale. In this paper, we presenta description of the shift in philosophical and theoretical underpinnings, and thepractical developments in education over the last two decades that demand markedchanges in the kind of learning environments we need to design. We argue that thesechanges have created justifiable conditions for the pedagogical use of mobiletechnologies based on authentic learning. A summary of research in the authentic use ofmobile technologies in higher education is presented and implications for future theorydevelopment and research are drawn.IntroductionThe challenge for the educators and technology developers of the future will be to find away to ensure that this new learning is highly situated, personal, collaborative and longterm; in other words, truly learner-centred learning.Naismith, Lonsdale, Vavoula & Sharples (2004, p. 36) The use of mobile technologies has grown to such an extent over recent years that they now overtake the proliferation of personal computers in modern professional and social contexts (Attewell, 2005). The ready availability and uptake of devices such as mobile phones, personal digital assistants and mobile music players, have permeated the manner and means of human communication, socializing and entertainment to such an extent that is it rare to find a person in western society who does not own at least one such device.And yet, the pedagogical use of these powerful devices is not widespread in higher education. Notwithstanding the existence of the ‘digital divide’, the decreasing cost and increasing social currency associated with mobile devices, means that many university students own one or more such devices. However, it appears that little use has been made of these convenient and ubiquitous tools in learning contexts, and that there is little theoretical foundation to the learning environments that do use them. While the so-called ‘early adopters’ are willing to use new technologies for pedagogical purposes, it is not yet clear that there are sound theoretical reasons for the use of mobile devices in learning.In this paper, we argue that the advances in philosophical and practical developments in education have created justifiable conditions for the pedagogical use of mobile technologies based on authentic learning.Philosophical, theoretical and professional dimensions of learningThe theoretical foundations of learning have moved at a rapid pace over the last two decades from behavioral to cognitive to constructivist, and it is the confluence of the advances in theory and the affordances of technology that create excellent opportunities for teachers inlearning that has been supported by a great deal of research in the use of technology in higher education (cf. EdIT Digital Library, and many journals and associations such as AJET, BJET, ASCILITE, etc.) can be identified across a number of dimensions, and in Table 1 below, they are presented with an indication of the nature and direction of the shift.Table 1: Shift in philosophical, theoretical and professional dimensions of learning Dimension Moving from Moving toPhilosophy Instructivist ConstructivistTheory Behaviorist, cognitivist Situated, socio-constructivist,andragogicalCourse design Bounded scope andsequenceOpen-ended learningenvironment, flexible contentTime and place Fixed in educationalinstitutionsDistributed, to suit the contextsof the learnersKnowledge base ‘Objective’ knowledge,largely determined byexpertsKnowledge built and sharedamong the communityTasks Decontextualized, concise,self-contained Authentic, reflective, complex and sustainedResources Fixed, chosen by teacher Open, chosen by learners withaccess to search tools Support Teacher Community of learners, Mode Individual, competitive Collaborative, networkedTechnology tools Fixed, located in learningspacesMobile, portable, ubiquitous,availableKnowledge outcomes Facts, skills, information Conceptual understanding,higher order learningProducts Academic essays,exercises, or no tangibleproduct Authentic artifacts and digital productsAssessment Standardized tests,examinations Performance-based, integrated and authentic assessmentTransfer of knowledge Stable knowledge adaptedto different contextsNew and changing knowledgeacquired when requiredProfessional learning Courses, group events,workshopsPersonal, just-in-time,community-basedSharples, Taylor, and Vavoula (2005) have identified a parallel shift in the use of emerging technologies that reflects this general movement, where such technologies are becoming personal, user centred, mobile, networked, ubiquitous and durable. These shifts have implications for the manner in which mobile learning can be used productively in complex problem solving applications that go beyond the simple transmission and communication aspects commonly associated with mobile devices.But how prepared are teachers in higher education to meet this challenge?The knowledge differential in mobile learningMany university teachers, uncomfortable with their own use of technology, feel somewhat threatened by these new forms of communication knowing that in many cases their students are more technology-competent than they are themselves. Peters (2005) found that teachers who may be very comfortable using computers, are not so familiar with mobile technologies—unlike many of their students. The idea that there are generational differences in learning styles, for instance between the Boomers, GenXers, Millennials, Neomillennials or the Net Generation, has found much currency in the last few years (e.g., Dede, 2005 who described the learning styles of neomillennial learners; and Tapscott, 1999, and Oblinger & Oblinger, 2005, who describe characteristics of the Net Generation). However, a recentpress), has found that the majority of these survey studies are methodologically flawed, and that differences within these generational groups are greater than differences between them. It is not our intention to argue that a particular learning style of current university students requires the use of particular technologies, but rather to make the observation that many students today are competent with ubiquitous technologies, and that for many they play an important part in their daily social networking. The facility with which these small and pervasive technologies are used implies that they have a great deal of potential to be used in higher education. However, for many teachers it is easier to prohibit the use of these‘disruptive’ technologies than to risk the illicit use of communication methods that they themselves are unable to understand or detect in use (Mobiles fuel rise in cheating, 2006; Bower, & Christensen, 1995).The risk for university teachers is that they may become increasingly alienated from many of the students they teach. The educational and sociological implications of these technologies are significant for teachers, not only for the need to understand the way students communicate, but for understanding the ‘speeding up and intensification of system-environment interactions’ (Geser, 2004) that extends to the university context.Some current uses of mobile technologies in higher educationIn general, mobile learning—or m-learning—can be viewed as any form of learning that happens when mediated through a mobile device (Winters, 2006) and a form of learning that has established the legitimacy of ‘nomadic’ learners (Alexander, 2004). While it has been described as ‘an emergent paradigm in a state of intense development’ (O’Malley et al., 2005) few universities have adopted widespread m-learning technologies, and in those that have, it is not clear that they are being used in pedagogically appropriate ways. For example, teachers in higher education in the UK have made use of SMS (short messaging service) as prompts for course requirements, polling classes and pop quizzes with some universities experimenting with phone exams where the users voice print identifies them as the test taker (NMC and Educause, 2006). There is evidence that some young people resent this ‘usurping’ of their favoured technologies for such prosaic and teacher-centred activities (Geser, 2004). Kim, Mims, and Holmes (2006) reviewed the way universities use personal digital assistants (PDAs), and found that storage and retrieval of information such as e-books, courseware, and timetables are the general uses. Similarly, digital audio players such as Apple’s iPod have primarily been used in higher education to ‘deliver’ lectures that are recorded and subsequently podcast as RSS feeds to students’ computers to be downloaded to iPods (Belanger, 2005). These devices then allow for repeated listening anywhere, anytime.A framework for classifying educational uses of mobile technologies provided by Patten, Arnedillo Sanchez and Tangney (2006) suggest that the uses indicated above relate mainly to administration functions such as calendaring and timetabling; reference functions such as e-books and dictionaries; and interactive functions as in response and feedback activities. They argue that the theoretical underpinnings of these activities appear to be either non-existent or principally behaviourist in nature.Theoretical perspectives for the use of mobile technologies in higher education Uses of mobile technologies in higher education, in their design, reflect their theoretical approaches. For example, the practice of podcasting lectures is a growing trend and the attraction for lecturers and students appears evident. Enabling students to repeatedly listen to and in many cases transcribe the lecturer’s words of wisdom are welcomed by many learners (Tynan & Colbran, 2006). However, the teaching strategy of transmitting information and the learning strategy of repetition and practice fits firmly into a behaviourist paradigm. Similarly, mobile phones used as support mechanisms for reminding students about assignment submissions and course enrolments reflect a theory of practical support that is useful in guiding and managing learning rather than seeking to develop and enhance higher orderWhile there are many practical reasons to adopt m-learning strategies and technologies in higher education (cf., Gayeski, 2007), theoretical justification is arguably even more important. O’Malley et al., (2005) pointed out that when there is scant empirical evidence of effective learning with mobile technologies, guidelines for use should be theory-informed. Fishman, Soloway, Krajcik, Marx and Blumenfeld (2001) contended that a lack of theoretically grounded guidelines represent ‘a major impediment to the successful use of new technologies’ (p. 7). Many research studies and projects have examined mobile learning from an identified theoretical perspective, and Table 2 below summarises some of the studies, and their theoretical foundations (adapted and expanded from O’Malley, et al., 2005; Naismith, Lonsdale, Vavoula, & Sharples, 2004; BECTA, 2006, and the individual studies cited). Table 2: Example mobile learning projects and their theoretical perspectivesTheory* Example project/research studyBehaviourist theory Activities that promote learning as a change in observable actionsMobile phones and PDAs for language learning (Thornton & Houser, 2004)Classroom response systems for providing feedback on multiple choice questions (Wood, 2004)ConstructivistActivities in which learners actively construct new ideas or concepts based on previous and current knowledgeThe virus game (use of PDAs to simulate the spread of a virus) (Colella, 2000)Environmental detectives (students investigate an environmental problem using GPS in pocket PC) (Klopfer & Squire, in press)Issues related to educational media explored through videos, documentaries, animations of educational concepts and news bulletins with mobile phones (Chesterman, nd)Situated learningActivities that promote learning within an authentic context and cultureAmbient wood (use of PDAs to explore environmental habitats) (Rogers et al. 2002)Multimedia tools at the Tate Modern (use of pocket PCs to view videos and listen to expert commentary) (Proctor & Burton, 2003)Role playing to investigate social interactions among family and friends (mobile phone) (Owen, 2005)Collaborative learning Activities that promote learning through social interactionMobile computer-supported collaborative learning (dissemination of activities, collaboration, and analysis of results using hand held computers) (Cortez, et al., 2004)Teacher trainers use PDAs to beam questions for a virtual treasure hunt to groups of teachers (Palm Inc., 2005)Informal & lifelong learning Activities that promote learning outside a dedicated learning environment and formal curriculumDisadvantaged youth (using mobile phones to deliver interactive stories or quizzes) (Attewell & Savill-Smith, 2003)Breast cancer care (delivery of text images and audio-visual materials to patients’ PDAs during their course of treatment) (Wood, Keen, Bassu, & Robertshaw, 2003)Learning and teaching supportActivities that assist in the coordination of learners and resources for learning activitiesManaging teachers’ workloads (PDAs to record attendance, marks and organize lesson plans) (Perry, 2003)Supporting computing students at risk (sent SMS messages on appointments, feedback, room changes and study tips) (Riordan & Traxler, 2003)Teachers used ‘phone exams’ where users’ voice print identifies them as the test taker (NMC & Educause, 2006)Duke University used iPods with beginning undergraduate students and staff (Belanger, 2005)Retrieval of information such as e-books, courseware, and timetables with PDAs (Kim, Mims, & Holmes, 2006)* Categories of theory are as described by Naismith et al., (2004)Despite the significant potential of mobile technologies to be used as powerful learning tools in higher education, their current use appears to be predominantly within a didactic, teacher-centred paradigm, rather than a more constructivist environment. It can be argued that the current use of mobile devices in higher education (essentially content delivery) is pedagogically regressive. Their adoption is following a typical pattern where educators revert to old pedagogies as they come to terms with the capabilities of new technologies, referred to by Mioduser, Nachmias, Oren and Lahav (1999) as ‘one step forward for the technology, two steps back for the pedagogy’ (p. 758). Adopting more recent theories of learning has thegained, through collaborative, contextual, constructionist and constructivist learning environments. Authentic learning environments in higher education typically involve these characteristics (Herrington & Herrington, 2006).Authentic frameworks and possible scenarios for the design of m-learning environmentsTheories such as situated learning theory (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991) or authentic learning (cf. Herrington & Oliver, 2000; Herrington & Herrington, 2006) are useful for guiding the design of learning environments in higher education. The construct of an authentic learning environment is principally based on situated learning theory, and can be defined in terms of the context of the task and roles of the participants. For example, characteristics include: problems are set within an authentic and realistic context, they are ill-defined and complex, they require a significant investment of time and intellectual resources, problems require examination from multiple perspectives, they require collaboration and reflection, they are integrated with assessment, and supported by scaffolding.Such characteristics support the use of mobile technologies as tools for complex and sustained tasks and problem solving, as opposed to simple communication devices. The educative use of mobile phones could be more than just information delivery and retrieval, with Prensky (2005) urging educators to recognise their potential and design appropriate tasks: Educators should bear in mind that cell phones can be used for context as well ascontent … Just as we are designing and refining Web-based tools for such tasks, somust we be designing similar tools for cell phones … the communication and socialfeatures of the phones are likely to be of great help. (p. 8)The multimedia capabilities of mobile phones, such as capturing digital pictures and video can enable the development of themes and issues that benefit from representations using educational media by, for example, producing videos, documentaries, animations of educational concepts and news bulletins (Chesterman, nd). The ability to communicate and share these artefacts through Web 2.0 technologies such as blogs and wikis provides authentic products that students can use for reflection and foundations for ‘remixing’ and further knowledge constructions. It is not surprising then that the latest Horizon Report 2007 states that ‘In the next two years, we predict that mobile phones will be accepted tools on campus, as desirable and common as personal computers’ (p. 15).Some sound educational activities have been described for PDAs where, for example, students gather and analyze data on science field trips, and where concept mapping tools have been used to reflect upon course content. Like WebQuest computer investigations, virtual field trips have been developed for PDAs where students visit locations and complete learning activities. In a teacher certification course in Orange County, USA, teacher trainers use PDAs to beam questions for a virtual treasure hunt to groups of teachers, who are then directed to web sites where they learn about services and resources provided by the district. Teachers are able to use the Notes feature in the Palm Reader for their answers, which they then export and beam back to the trainers (Palm Inc., 2005). Challenging the students and teachers to develop the field trips or web quests would add a further element of authenticity to these tasks. Recently, the convergence of mobile phones and PDAs into ‘smart phones’ has become a major trend (Peters, 2005). The ability of multimedia messaging enables digital still and video data collection, storage and retrieval to occur across wide locations. Activities such as creating ‘digital narratives’ (McGreen, & Arnedillo Sanchez, 2005) become possible in a wide range of educational contexts where students work collaboratively to construct a story line, record audio and video data using their smart phones, combine data using computer software such as iMovie and publish and present their products.While the current use of podcasting is generally implemented within a didactic, more behaviourist tradition, it is not difficult to envisage this mobile technology being used in an authentic way. For example, providing students with iPods, and enabling them to create their own podcasts of interviews with peers and experts on topics within a course, refocuses the energy for learning on the student. The student now becomes the generator of knowledge and is able to collect, display, share and analyse multiple perspectives on issues and problems. Chan, Lee and McLoughlin (2006) describe a study where positive learning outcomes were achieved through experienced university students creating and producing podcasts for novice students on aspects of information technology. As a field recording tool, iPods can be used in authentic contexts such as school practicum where teachers’, preservice teachers’, and children’s recorded observations and reflections could be made, for example, on classroom management. Such recordings could be saved in a playlist in a content management system such as iTunes making them available as downloadable resources for individual or group projects. A wide variety of authentic educational contexts could be considered, including news broadcasts, sports events, oral histories, languages and music (Meng, 2005).The use of mobile technologies has further accelerated the move away from didactic, teacher-centred learning environments that was begun with the widespread availability of computers in higher education. Furthermore, these smaller, ubiquitous and multifaceted mobile devices have the potential to detach and distribute learning even more comprehensively from fixed and inflexible conditions (as illustrated in Table 1). However, in seeking to move to more constructivist approaches, some theoretical frameworks are more useful than others. Theoretical frameworks for the design of m-learning environmentsTheories such as situated learning theory and authentic learning described above, are useful for guiding the design of technology-supported learning environments for higher order learning. Other theories are also useful in explaining the learning affordances of mobile devices. For example, theories of communities of practice (Wenger, 1999; Wenger, McDermott & Snyder, 2002) are useful because they emphasise the social and collaborative nature of learning, as are the theories of distributed intelligence (Pea, 1993) or distributed cognition (Hutchins, 1995; Roschelle & Pea, 2002) where the just-in-time and distributed nature of mobile technologies is recognized. More recently, a theory called connectivism (Siemens, 2004) has been described as ‘a learning theory for the digital age’, and its characteristics include:•Learning and knowledge rests in diversity of opinions•Learning may reside in non-human appliances•Capacity to know more is more critical than what is currently known•Nurturing and maintaining connections is needed to facilitate continual learning•Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.Even more specifically, Sharples, Taylor, and Vavoula (2005) have attempted to engage in dialogue leading to a theory of mobile learning. Drawing on principles of activity theory, (as does situated learning theory) they too present a tentative model, and in their discussion suggest that any useful theory of mobile learning must be tested against the following criteria:•Is it significantly different from current theories of classroom, workplace or lifelong learning?•Does it account for the mobility of learners?•Does it cover both formal and informal learning?•Does it theorise learning as a constructive and social process?•Does it analyse learning as a personal and situated activity mediated by technology?(p. 4)Wineburg, writing in 1989 in a critique of the theory of situated learning noted that: ‘To survive in the marketplace of ideas, a theory has to be situated in a theory of schooling. Otherwise, it may leave its mark on archival journals but leave the world of classrooms virtually untouched’ (p. 9). We agree, and note that a theory of mobile learning would require further research and development to inform a model or framework for teaching, with practical higher education applications.ConclusionMobile learning challenges many of the fundamental assumptions that have been made for decades about higher education. It challenges what it means to teach and what it means to learn in higher education. It challenges the wisdom, timing and fixed spaces of established pedagogies and the usefulness of traditional tools and resources. The affordances of mobile technologies and appropriate theoretical frameworks have the potential to enable teachers to adopt mobile learning in sound and significant ways, and to ensure that it survives beyond novelty and convenience value. Research is needed to establish these affordances in the context of appropriate theoretical underpinnings and pedagogical applications (Roshelle, 2003).ReferencesAlexander, B. (2004). 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