The inconsistent findings about learning outcomes in VR (virtual reality) learning necessitate further robustness of empirical data. This article addressed this gap by comparing the learning outcomes across VR, phone, and mobile learning on two dimensions: recall accuracy and recall speed, as well as learners' attitudes. Additionally, this paper attempted to investigate the differences between 5 and 10 min time duration. By inviting a total of 28 participants to the lab experiments on English vocabulary acquisition, this study yielded no statistically significant difference in vocabulary recall accuracy between VR, computer, and mobile learning. Nonetheless, the significant difference in vocabulary recall speed was generated. Besides, the time spent on vocabulary acquisition was significantly shorter in VR than in computer and mobile learning. Additionally, pairwise comparisons revealed that learners' perceptions and attitudes toward SUS resulted in significantly lower scores in VR than in computer- and mobile-based learning. Further, merely two of the nine items on the VR sickness scale demonstrated a significant raise in visual fatigue as well as significant decline in headache between 5 and 10 min learning duration. Future research should anticipate a larger sample size to ensure the validity of research findings and further construct a 3D modeling for the same language learning settings for non-college, primary, as well as secondary school students.

This study addressed the gap in understanding how demographic characteristics, academic factors, and emotional well-being interact to influence the socialization of graduate students. Data collection involved a total amount of 1054 newly enrolled postgraduate students gathering demographic information and utilizing validated scales to measure components of academic socialization and anxiety levels. Statistical analyses including correlation analysis, hierarchical regression, and non-parametric tests, were employed to explore the relationships and influences of the variables. Results of the study indicated that demographic factors exerted a significant influence on students' perceptions of faculty support and the departmental environment. Further, academic factors seemed to be more influential in shaping anxiety levels than demographic factors. Also, the doctoral students reported higher levels of academic and social expectations and lower level of anxiety than did the master counterparts. The study explores the complexity of graduate student socialization and the importance of a multitude of factors in promoting the students' well-being and academic achievement. The study further suggests that targeted interventions could enhance the graduate students' overall experience and success through a supportive environment that addresses the multifaceted needs of graduate students.

Prior studies of online student engagement generated insufficient information in longitudinal study and the scaffolding factors on the part of the teachers. To address this gap, this study proposed the approach of Teacher Management Communication Style and conducted the longitudinal quasi-experiment study for 8 weeks. A combination of 5-point Likert scale of Online Student Engagement (OSE), the self-designed Student Actual Online Learning Experience (SAOLE) and Student Perceived Offline Learning Experience (SPOLE) were administered in three stages (Week 1, Week 4 and Week 8) to a total amount of 117 learners from 3 intact classes in a prestigious research university in P.R.China. Statistical analysis, resulting from repeated measure ANOVA and Paired Samples t-tests, showed that there was a significant increase in Online Student Engagement in general and all the four factors of Skill, Emotion, Performance and Participation between stage 1 and stage 3. Further analysis showed the fluctuating yet increasing trend of Online Student Engagement in general and the three factors of Skill, Emotion and Participation between both stage 1 and stage 2, but no signficant difference between stage 2 and sage 3. The third factor of participation showed no signficant increase in both stage comparisons. In addition, the study resuls indicated that the learners’ perceptions towards online learning and their intention to share the learning experience was signficant higher than those towards perceived offline experience. The findings shed lights on the pedagogy scaffolded by Management Communication Style and delineate the picture at a fine-grained level of online learning engagement along the 8-week long and 3-stage process. Future efforts could direct to further examining the comparison of the learners in terms of gender, age, education background, and of different time duration of learning.

A plethora of previous literature generated the mixture of results by comparing the reading outcome between digital and printed contexts. Further, the cross-sectional study above failed to yield the findings about the multi-session per-formance over a prolonged period of time as the reading activities proceeded. To address the gap, this study further explored the reading performance over a period of 12 weeks by designing the four-session frames for three different reading contexts of print, mobile and social media. Reading performance scores were gathered from186 postgraduate students from a research university in P.R. China. One-way ANOVA was conducted to compare the reading outcome among three reading contexts within each temporal session. The integrated statistical results showed that reading in social media produced the highest performance and reading in mobile the lowest performance across all the four temporal ses-sions. Longitudinal study revealed the consistency of reading performance in social media and in mobile with respectively high and low caliber over the four the reading sessions. Reading in print generated the performance in be-tween except in the second temporal session. Future efforts could direct to the comparison of text length between short and long with different textual genres.

As an important affective factor in language learning, foreign language anxiety (FLA) has been extensively researched. Nevertheless, not many studies have targeted postgraduate students or been longitudinal to reveal the dynamic nature of FLA. Hence, the present quantitative study examined changes in and effects of FLA on postgraduate students’ performance over a 10-week period. A total of 324 postgraduate students from a prestigious university took a pretest and posttest, answered a set of questionnaires before (phase 1) and after (phase 2) the 10-week period, respectively. Analyses of the data revealed three major findings: (1) Toward the end of the period, the respondents became significantly less apprehensive of speech communication in English and less worried about the English class, English classroom performance, and other students’ performance. Their overall English language classroom anxiety was significantly lower as well, though they became significantly more worried about tests. (2) In both phases, anxiety was largely highly related to students’ performance in English speaking, listening, reading, and writing tests as well as the overall test performance, especially speaking test performance. Nevertheless, this correlation became weaker in phase 2. (3) In both phases, foreign language classroom anxiety and achievement anxiety powerfully predicted students’ English test performance, especially speaking test performance. These results show that FLA is an important issue even for postgraduate students, affecting their test performance to varying degrees over time. Based on these findings, implications and suggestions are discussed.

This paper proposed the affordance approach of material, affective and social dimensions so as to explore the learners' engagement and disposition to share of using mobile learning technology. The participants in this study were graduate-level engineering students (N=387) from a research university in People's Republic of China. Rain Classroom in this case referred to the newly developed built-in mobile application in China facilitating the didactic practice both synchronously and asynchronously in class. Two surveys were issued to both groups before and after the 14-week long experiment. All the data were input into SPSS 16.0 and examined in descriptive statistics and independent samples t-test. The results showed that the group exposed to Rain Classroom had a positive attitude towards the mobile technology tool. Also, the same test group obtained statistically higher scores than the control group in both learning engagement and their willingness to continue and share the learning experience. The study implies that what the mobile learning technology affords has produced positive impact on teachers, students and institutions in terms of curriculum design, learning activities and policy making towards improving academic quality. Future work could focus on comparing learning effects with different time duration and learning intensity. It might also extend to participants from different educational background.

国际学生跨国流动、以及分别来自母国和目的国推拉力因素的影响成为教育领域内传统推拉理论主要研究的两大对象要素.中外合作办学中学生在母国地界接受目的国教育服务,既受到母国和目的国推拉力因素影响,又不存在跨国流动.传统推拉理论范式似乎难以解读单边因素存在的现象.本文以清华-伯克利深圳学院为例,诠释拓展推拉理论在高等教育国际交流中的应用,探讨针对研究生教育层次中外合作办学中的学生选择动因.

In the field of multimodal discourse analysis(MDA), a new method is GeM proposed by John. A. Bateman in2008. The model is a linguistic method linked with layout design and computer techniques, aiming to scientifically analyze the page and document and index the related multimodal corpus for querying. In China, however, the introduction is incomplete and the application is limited into the text structure of microblogs. Therefore, it is necessary to explore in depth the working mechanism of the GeM model and its parts; and we may get a clear perspective of its future applications in big data mining, foreign language teaching, and design. Therefore, this research tries to attract the attention of more Chinese scholars to study and apply this new MDA method.

Based on the investigation of 127 high-frequency adjectives in Modern Chinese Standard Dictionary,this paper proposes a conceptual model "Entity-Attribute-Value" for modern Chinese adjectives.This model can be used to compile a(bilingual) adjectival pedagogical e-dictionary for the purpose of computer-aided CFL.The significance of research lies mainly in its auto-convertion of an e-dictionary.Generally,this approach can be extended into compile an e-dictionary of other languages to save money and labor.

Current research about electronic portfolio of ESL class in China stays with the learner's feedback in related to specific English language skills. This paper presents a new perspective as to how and to what extent the teacher guide the student's portfolio construction in ESL class in the first stage. It proposes the ISD model in which the teacher follows the step-by-step instruction in effective instruction of portfolio development in the larger context of various ESL classes in China.

介绍了清华大学深圳研究生院在办学中立足深圳、根系清华的做法,在保持学校品牌和注重区域办学优势的同时,提出"国际性、创业型、复合式"的培养目标定位并以环境学科和物流学科为例,说明了研究生院的育人特色。

Using an experimental approach, this study examined the relative effectiveness of varying the use of songs (lyrics and music) on vocabulary acquisition, language usage, and meaning for adult ESL students in the People's Republic of China. While the use of songs is generally enthusiastically endorsed by ESL teachers, few empirical studies have formally assessed music's actual effectiveness on language learning. Results of this study showed that varying the degree of use of songs produced differential English language achievement. Specifically, the subjects who were exposed to the most music obtained higher achievement and attitude posttest scores immediately following treatment, as well as on the delayed post-test three weeks following treatment. Given the equivocal results found in previous research, and the fact that previous studies did not examine music's effectiveness for Chinese ESL students, this study makes a contribution by systematically examining the efficacy of song use in the ESL classroom with Chinese students. Music is used in many diverse ways in language teaching. Teachers of English as a second language (ESL) from around the globe enthusiastically report about their successful use of music and associated song lyrics with ESL students. Huy Le (2007), a Vietnamese ESL teacher, observed that music is highly valued by both students of English and (ESL) teachers in the teaching of speaking, listening, reading, and writing. Other reports by teachers from the United States (Baez, 1993), Taiwan (Katchen, 1988), Canada (Magahay-Johnson, 1984), Japan (Moriya, 1988), Mexico (Domoney and Harris, 1993), and South Africa (Puhl, 1989) support the importance and usefulness of music and music activities in the teaching of ESL learners. Indeed, ESL teachers recognize that music animates their teaching and enlivens their classroom. Since most of the reported enthusiasm for using music in teaching ESL students comes from individual teacher's experiences, classroom anecdotes, and action research, it is also important to carefully examine the results of empirical research studies concerning music's effectiveness in ESL settings. Brand (2007) concluded that there is theoretical and physiological support for the inclusion of music in the teaching of spoken English. Not only are language and musical processing located in the area of the brain, but neurologists (Maess & Koelsh, 2001) have discovered that both musical and linguistic syntax are similarly processed. Music and language are, of course, two dramatically different forms of communication. However as Ayotte (2004) observed, both music and language share the same auditory, perceptive, and cognitive mechanisms that impose a structure on auditory information received by the senses (p. 10). There are a plethora of educational literature and web-based materials discussing the use of songs in the ESL classroom (Kramer, 2001). Brand (2007) explained how song lyrics are used in sensitizing Chinese ESL learners to the importance of effective intercultural communication. He notes that the goal of English study is not just limited to being able to speak the language. Rather, English study should also assist the ESL learner in successfully interacting with people from other cultural backgrounds. Particularly in China, ESL students generally only use English in communicating with foreigners. Brand advocated using song lyrics in helping to create a natural speaking environment that more closely adheres to the intercultural communication skills necessary for ESL students to understand English and to be understood by others. Song lyrics are embedded within a culture, its values, symbols, and beliefs. Thus, exposure to song lyrics, according to Brand, not only teaches vocabulary, grammar, rhythmic speech, phrases, and meanings, but a song, as a sort of ambassador of a culture, offers ESL students lessons in grasping the nature and style of a particular culture. …

In order to explore whether and how gender identity is constructed through the linguistic behaviors,the paper adopts the doing gender approach in analyzing the transcripts recorded in the group discussions in ESL class in China.Female students display both attributes of submissive femininity and dominant masculinity and the result shows that the linguistic behaviors can transcend the clear boundary of gender stereotype.The author proposes new perspectives on designing the teaching materials and teaching strategies on the part of teachers.

The study surveys t he views of the students about web-based English learning after class in terms of their overall goal,their preference of the internet tools for English learning,etc.The survey shows that English learning needs to extend beyond the practice within class and the English teacher is obliged to take advantage of the internet resources for the maximal learning effects on the part of students

以建构主义学习理论为基础,分析研究生网络英语学习现状和问题,就如何保障网络环境下的有效英语学习提出相应的解决方案。

Foreign Language Teaching is a complex process involving many factors of the teaching goal,the strategy and the resources. The instructional design theory and models help streamlining the process for maximal optimization of the teaching effects. This paper demonstrates the key elements in English teaching procedure by conducting the case study of ADDIE model in the postgraduate English course. Integrating the instructional technology model highlights the features of being reciprocal and interactive rather than one-dimensional within the same and among the various teaching activities.

The paper addresses the common rules of listening and reading comprehension in CET Band 4 by exploring 3 types of semantic relationships. Putting chunk as the basic unit, the research extends from the semantic meaning of lexical items, grammar to text. The sample questions and answers demonstrated in the paper reveal the feasibility and objectivity of the approach. The authors foresee its applicability for the teachers of combining lexical ,grammatical and textual analysis and for the students taking Band 4 Exam where 3 main semantic relationships cover up to 60% in the sections of listening and reading comprehension.