Cultivating Online English Learner Autonomy in Internet Plus Era: A DST Perspective

Based on Dynamic Systems Theory (DST), the article proposes that cultivating online English learner autonomy is a complex dynamic system. Under the interactions of learners, learning resources, learning task and learning environment, the development of online English learner autonomy is featured with being non-linearity, self-organization and “butterfly effects”. It proposes that in internet plus era, online English learner autonomy can be improved in resource-based, technology-based, student-based and teacher-based approach

Cultivating College Students' Critical Thinking Ability in China

As one of the aims of cultivating innovative talents in colleges and universities, the cultivation of the ability of critical thinking has attracted great attention from domestic experts. In addition, the importance of college English curriculum in cultivating the ability of critical thinking has been emphasized in the educational field in recent years. Based on the relevant studies on College English curriculum and the critical thinking ability, this paper analyzes the definitions of critical thinking, the cultivation of critical thinking ability and the construction of measurement tools

Is Critical Reading Indispensible to College English for General Purpose in China?

This paper aims to depict the current situation of application of critical reading skills and strategies among the undergraduates in reading books in English in a local university in the coastal city in China. The findings turn out that critical thinking strategies are used neither automatically nor frequently among the undergraduates. The findings are complemented by data collections from classroom observations, interviews, questionnaire, reading comprehension tests and notes taken in class. In order to have a better understanding of the reasons underlying the infrequent use of critical reading skills and strategies, a qualitative study was conducted in 12 volunteers. This study also reveals that college English for general purpose has, to some extent, contributed to improvement of students’ use of critical thinking skills in reading. It is worth pointing out that the role of College English for General Purpose is not merely for imparting use of English to students but also taking on a vital role of cultivating students’ critical thinking and enhancing the application of critical thinking skills and strategies in reading. This paper has implications for college English teachers in their teaching practice for desirability of enhancing critical thinking in college students. Explicit and systematic teaching of critical thinking strategies is surely encouraged, complete with critical writing in the process of teaching College English for the General Purpose.

Designing the Teacher: Applying \u27Design Thinking\u27 to Improve Composition Pedagogy and Practice

College composition courses have conventionally relied on alphabetic, print writing as the primary method for constructing meaning, but contemporary communication practices are increasingly multimodal and media-based (Palmeri, 2012; Yancey, 2011). While many teachers and scholars advocate that students benefit from engaging in the production of multimodal texts, fewer educators create digital and new media products themselves. Through a meta-analytical approach, this project explores the potentials that the act of design offers teacher-scholars for improving their pedagogy and practice. Utilizing a design thinking framework, the generative analysis of established scholarship, primary research, and authentic experiences provided significant insights into the cognitive, physical, and social processes that make up design, which suggest a need to contemporize language and adapt approaches to suit modern materials and methods for composing. For instructors, the fruitful knowledge gained through design is not limited to a single product or person but should be applied to classroom practices to improve the teaching of multimodal projects. Further, teacher-scholars are encouraged to share their media products through digital platforms to serve as accessible resources for other educators, which might encourage and improve the instruction of design and cultivate change in the culture of the writing classroom by fostering an inclusive and innovative space for composing

Undergraduate College Student Perceptions Of Empathy Cultivation In The Humanities Classroom: A Qualitative Narrative Inquiry

Empathy—the human attribute of possessing concern for other humans in a way that others’ emotions are mirrored—is both an inborn characteristic, and one that can be taught in various settings throughout one’s life. This qualitative narrative inquiry study explored perceptions from undergraduate college students regarding empathy cultivation in the college humanities classroom setting using the theory of mind—the perspective-taking ability to infer other people’s intentions. Through Zoom-based, semi-structured interviews, data was collected from five undergraduate students at the university research site. Using thematic analysis to examine the data, four prominent themes emerged: (a) empathy cultivation in the classroom, (b) empathy cultivation in formative settings, (c) instructor support in empathy cultivation, and (d) the specific pedagogical strategies of small groupwork and discussions. The most prominent finding was that the study participants unanimously agreed empathy cultivation can and should transpire in the classroom setting; this could be beneficial for current or future instructors, students, and administrative personnel to understand empathy, and create and promote pedagogical materials to effectively deliver that end. It is recommended that instructors integrate specific pedagogical strategies into their curriculum and that administrators provide the necessary time and materials for instructors to be able to do so

Cultivating the Strategy of Summarizing Sequential Expository Text: Scaffolds and Supports for the Intermediate Grades

Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text

Teaching critical thinking to Chinese students in English as a foreign language writing class: A review

Critical thinking (CT) is important for English as a foreign language (EFL) writing. However, the EFL writings of Chinese students are usually negatively commented on in terms of CT in writing. The study reviewed relevant studies on how CT in writing was taught to Chinese EFL learners at the tertiary education level. It shows most EFL writing teachers adopted existing western CT definitions in a general knowledge background and mainly used teacher-centered assessment techniques to teach CT. Students’ CT development was mostly assessed by self-designed CT assessments. Facing the globalization of CT teaching, the study thus updates the assessment techniques to meet the increasing needs of CT teaching in EFL writing in China. Relevant suggestions are also given to education practitioners

Reducing Teacher Stress Using Mindfulness

The prevalence of teacher stress is real and is currently at the forefront of recent research and studies. Stress has impacted teachers who are employed at Woodrow Wilson Elementary located in Newton, Iowa. There are ways to deal with stress and one of those ways would be implementing mindfulness exercises. This school improvement plan would implement mindfulness exercise training for teachers during the 2023-2024 school year. A teacher stress survey would be given before implementing the training, and the same survey would be given at the completion of the training. A reflection will be administered to determine if teachers feel like they will use mindfulness exercises in the future