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Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level
School of Foreign Studies, Yangtze University, Jingzhou, China
Paotong Elementary School, Wuhan, China
- 1 School of Foreign Studies, Yangtze University, Jingzhou, China
- 2 Paotong Elementary School, Wuhan, China
Creative Education·Volume 06 (2015)·Pages 1610–1615·Published 7 August 2015·DOI10.4236/ce.2015.614162
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Abstract
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory English instruction method for EG did a better job in enhancing students’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.
KeywordsInternet-Based Language LaboratoryIntensive ReadingNon-English-Majored Graduate StudentsLevel
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