Keynote by Prof. Wenqing Lv
Prof. Wenqing Lv, project leader, Ministry of Education of the People’s Republic of China
Wenqing Lv, adjunct professor, project leader of the Innovation Education and Curriculum Reform Experimental Zone, Ministry of Education of the People’s Republic of China, and the former dean of the Zhongguancun Innovation Research Institute (Beijing). He was the headmaster of middle schools, the director of provincial and municipal teaching and research section, and the chairman of the academic committee of an university. His main research areas include education policy, strategic planning, curriculum construction, learning environment, technology and education integration. He is the PI of more than 16 national and international cooperation projects, the author of 21 books and 320 articles, as well as the member for the development of 110 courses.
‘Discipline construction’ is the most important and fundamental task of universities, which is based on discipline information management. Since there are no specialized information systems for the discipline of ‘For-eign Language and Literature’, and the existing systems cannot fully meet today’s needs, this paper designs a discipline information system for ‘Foreign Language and Literature’ on the basis of previous studies, which combines the operation process of the discipline (as an organization) and the features of the discipline (as a research field). The system functions include discipline display, discipline information management, discipline planning, interdisci-plinary management, and system management. According to these func-tions, the system is divided into 2 parts: a website and an information man-agement system, each part consists of 4 basic modules, teaching staff, talent training, scientific research and social services, in which internationalization and interdisciplinary characteristics run through.
This study investigates the linguistic and pedagogical bene?ts and challenges of using a digital annotation tool (called Perusall) to facilitate second language (L2) reading in an advanced English language course at university level. The goals of the study are to analyze the students’ reading and annotating behavior, examine the effects of social reading on their un-derstanding of English for science and technology texts and investigate how an L2 teacher might effectively incorporate this activity in his/her classroom. The results indicate that students spent an above average amount of time reading (compared to that reported in the literature) and that most students completed their reading assignments before class with the Perusall platform. Moreover, they predominantly used the social reading experience to summa-rize the sections of the long article, and query fellow students about the meaning of difficult and transitional sentences. Perusall allowed students to co-construct meaning and scaffold their learning while engaged in close readings of the science and technology texts outside of the physical class-room. Drawbacks of social reading in this environment are primarily others’ comments impeding some students’ understanding of the text and students‘ frustrations with some technical aspects of the Perusall tool. Pedagogical suggestions regarding L2 social reading include better integrating students‘ virtual comments into classroom discussion/activities, and offering more structure for students.
Blanka Klímová, Marcel Pikhart
At present, blended learning (BL) is commonly used in majority of the institutions of higher learning since it appears to have a positive impact on student learning outcomes and brings a number of benefits for the whole educational process. This is also true for English language teaching (ELT). In ELT, the BL approach offers more opportunities for exposure, discovery, and use of target language. In addition, the BL approach is especially suitable for distant students, who due to their work commitment cannot be involved in full-time English language study. However, recently there has been a shift from the online courses used as counterparts to traditional instruction in the BL approach towards the use of mobile applications. The findings show that such a BL approach (i.e., a combination of mobile learning via mobile applications and traditional instruction) is particularly effective in vocabulary learning. However, such an approach demands even more rigorous teaching methods and strategies, as well as a more elaborate and meaningful context within which learning can take place. Therefore, future research should focus on the exploration of effectiveness of this new BL approach.