A Survey on Learning Strategies of Online and Offline Blended Teaching of College English in Post-epidemic Era
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2246
Abstract
After the epidemic, the author conducts a survey on the learning strategies of college English courses among Grade 2022 non-English major art undergraduate students at the author’s school through interviews and questionnaires. The survey results show that the average scores of meta-cognitive strategies, cognitive strategies, and social strategies of students who passed the CET-4 exam are higher than those who did not pass the CET-4 exam; Students who pass the CET-4 exam are better at using meta-cognitive strategies while those who did not pass the CET-4 exam are better at using social strategies, lack awareness of meta-cognitive strategy usage, and are not good at selecting appropriate meta-cognitive strategies based on learning situations. The results of this survey will enhance students’ ability to use meta-cognitive strategies, enhance their ability to cooperate in learning, to learn independently, and strengthen the leading role of teachers. It is necessary to explore how to reasonably utilize the advantages of online and offline teaching and effectively combine the two based on the survey results of online teaching learning strategies.
Keywords
college English, meta-cognitive strategies, cognitive strategies, social strategies, blended teaching
Funding
This work was supported by Sichuan University of Arts and Science.
Full Text
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[5] Sun Xianhong, Zhang Qian. Research on Teachers’ Role in MOOC[J]. Modern Educational Technology. 2018; (11): 100-106.
[6] Suo Gefei, Chi Ruobing. A Study on the MOOCs-based Blended Intercultural Foreign Language Teaching[J]. Foreign Language World. 2018; (6): 89-96.
[7] Wang Lina, Wu Yongyi. Research on the Mediating Effect of Learning Strategies Between Learning Motivation and English Autonomous Learning[J]. Foreign Language Education. 2017; (5): 74-78.
[8] WENDEN A L. Learner for Learner Autonomy[M]. London: Prentice Hall; 1991.
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[11] Zhu Qiongli. Opportunities and Challenges for the Professional Development of Foreign Language Teachers from the Perspective of Flipped Classroom[J]. Education and Vocation. 2015; (10): 70-71.
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