A Study of Strategies for Improving IELTS Literacy in the Management Model of "Management, Guidance, Teaching and Evaluation
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2249
Abstract
The "Management, Guidance, Teaching and Evaluation" (hereinafter referred to as MGTE) Management model is a teaching evaluation model that emphasizes the combination of management, guidance and evaluation, and aims to improve students' learning outcomes and literacy. This study aims to explore how to improve students' IELTS literacy through the "management, guidance, teaching and evaluation" management model. The results of this study show that establishing clear learning objectives and assessment criteria, guiding students to become independent learners, introducing interactive teaching and practical activities in the classroom, as well as providing regular feedback and guidance, can help to improve students' language proficiency and cross-curricular literacy, and thus effectively enhance their IELTS literacy. The findings of the study provide concrete strategies and guidance for the implementation of the "MGTE" management model, and provide insights for educational practice and future research.
Keywords
MGTE management model, IELTS literacy, education and teaching
Funding
2023 Education and Teaching Reform Research Project of Chang 'an University, "Internal Drive reinforcement and incentive mechanism design of IELTS Literacy Improvement under the Background of Sino-Foreign Cooperation Education". No.: BY202346
Full Text
PDF - Viewed/Downloaded: 2 TimesReferences
[1] Xu Zhiyuan. An Exploration of the Complementary Use of English-Chinese Thinking Differences in College English Writing[J]. English Square. 2013; (4): 2-3.
[2] Wang Yongliang. College English Writing Teaching under the Interactive Synergistic Evaluation Mode I. A Perspective Based on Learners' Cognition[J]. English Square. 2019; (2): 75-80.
[3] Chen Dandan. The Current Situation of IELTS English Learners' Input and Its Impact on IELTS Achievement[J]. English Square. 2023; (19): 115-120.
[4] Cai Li, Wu Meiying. The power of language in Sino-foreign cooperative education: cultural transmission in IELTS listening and speaking[J]. Campus English. 2022; (52): 3-5.
[5] Afsheen R, Ehsan N, Hossein G H. Impact of online self-assessing metacognitive strategies accompanied with written languaging on cultivating Iranian IELTS candidates’ listening comprehension[J].Smart Learning Environments. 2023; 10: 1.
[6] Masoomeh E, Zahra B. A study of Test-Taking strategies of Iranian IELTS repeaters: Any change in the strategy use?[J]. International Journal of Testing. 2023; 23(3): 205-230.
[2] Wang Yongliang. College English Writing Teaching under the Interactive Synergistic Evaluation Mode I. A Perspective Based on Learners' Cognition[J]. English Square. 2019; (2): 75-80.
[3] Chen Dandan. The Current Situation of IELTS English Learners' Input and Its Impact on IELTS Achievement[J]. English Square. 2023; (19): 115-120.
[4] Cai Li, Wu Meiying. The power of language in Sino-foreign cooperative education: cultural transmission in IELTS listening and speaking[J]. Campus English. 2022; (52): 3-5.
[5] Afsheen R, Ehsan N, Hossein G H. Impact of online self-assessing metacognitive strategies accompanied with written languaging on cultivating Iranian IELTS candidates’ listening comprehension[J].Smart Learning Environments. 2023; 10: 1.
[6] Masoomeh E, Zahra B. A study of Test-Taking strategies of Iranian IELTS repeaters: Any change in the strategy use?[J]. International Journal of Testing. 2023; 23(3): 205-230.
Copyright © 2024 Qinghui Li, Jieyu Jia
![Creative Commons License](http://licensebuttons.net/l/by-nc/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License