Author(s)

Yougen Lou^1*, Liansong Wu¹, Honglian Liu², Liyou Chen^3*

¹School of Foreign Studies, Yangtze University, Jingzhou, China.
²Jingzhou Experimental Middle School, Jingzhou, China.
³School of Economics, Jingzhou, China.

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching writings kills with the know-want-learn (KWL) plus model to second-year non-English-majored college students from Yangtze University. Subjects in this study consisted of 92 non-English-majored college students in the control group (CG) and 91 non-English-majored college students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet-based language laboratory with KWL plus model of meta-cognitive writing strategy instruction for EG did a better job in enhancing students’ writing skills; 2) there were significant differences between males in CG and EG, and females in CG and EG; 3) students in EG held the positive response for the combined instruction.

KWL Plus Model, Writing Strategy Instruction, Internet-Based Language Laboratory

Lou, Y. , Wu, L. , Liu, H. and Chen, L. (2016) Improving Non-English-Majored College Students’ Writing Skills: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Writing Strategy Instruction and Internet-Based Language Laboratory Support. Open Journal of Social Sciences, 4, 37-44. doi: 10.4236/jss.2016.48005.