Empirical Study on Individualized Teaching in a Large Class of College English

JOURNAL OF BEIJING UNIVERSITY OF POSTS AND TELECOM ›› 2016, Vol. 18 ›› Issue (1): 95-100.

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Empirical Study on Individualized Teaching in a Large Class of College English

School of Humanities, Beijing University of Posts and Telecommunications, Beijing 100876, China

Received:2015-10-04 Online:2016-02-28

Abstract

Abstract:

An individualized teaching model is explored in a college English class of over 50 students who have little experience of autonomous learning On the basis of both social needs and the students’ learning needs, assignments were individualized according to their learning styles Results showed that their scores improved after a term: the total, reading and vocabulary scores exceeded those of the control group which they had been lower than, with reading and vocabulary having a significant difference (p<005); 982% approved of this teaching model and affirmed the supportive role of the teacher The paper concludes with success recipes and improvement tips for this model and offers suggestions on popularizing this experience

Key words: college English, large class, individualization teaching, reactive autonomy, needs analysis

CLC Number:

LI Ping. Empirical Study on Individualized Teaching in a Large Class of College English[J]. JOURNAL OF BEIJING UNIVERSITY OF POSTS AND TELECOM, 2016, 18(1): 95-100.

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Empirical Study on Individualized Teaching in a Large Class of College English

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