Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level

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DOI: 10.4236/ce.2015.614162    3,071 Downloads   3,469 Views   Citations
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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.

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Lou, Y. and Xu, P. (2015) Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level. Creative Education, 6, 1610-1615. doi: 10.4236/ce.2015.614162.

Conflicts of Interest

The authors declare no conflicts of interest.


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