为期7周的英语教师国际研修专项活动接近了尾声，9月2日，我校英语国际研修班通过腾讯会议举行暑期学习总结交流会，会议由新西兰UUNZ商学院首席运行官Dr. Graeme Sterne 和学术带头人Dr.Jenny Yao 共同主持。大家对过去7周的培训内容和感想收获进行了回顾、反思和总结，在交流中碰射出一朵朵关于外语教学和研究实践的火花。
Dr.Jenny Yao首先带着大家回顾了暑期研修内容，还详细梳理了提高外语教学和研究能力的流程和方法。她特别推荐了3Ps方法 “Practice, Problems, Publications”,也就是在教学活动中找到实际问题，通过阅读文献找出研究问题，然后进行相关问题的文献综述的总结。在CSE Self-assessment Project的梳理总结中，Dr.Jenny Yao强调，必须认真对标《中国英语能力等级量表》，确定课程计划，设立教学和学习目标，设计和完善课程计划，多渠道获取相关数据，确定研究方法，务必把“Research Design-Qualitative, Quantitative and Mixed Methods Approaches” (Creswell, 2013) 这本书中的研究方法应用到研究领域中。
Dr.Jenny Yao 带领大家回顾暑期研修内容
Dr. Graeme Sterne和与会教师们就如何开展以学生为中心的课堂教学以及课堂有效沟通的技巧，学生如何克服课堂互动的紧张情绪，什么是成功的教学活动分享了自己的观点和经验。Dr. Graeme Sterne不止一次提到了作为一名教师，必须要让学生感受到你对他们的重视与真诚。学生感受到你的关注，被你的真诚和热情感染，才能产生更强烈的学习动力，教师的关注程度对于低动机学习者尤其重要。
Dr. Graeme Sterne分享student-centered经验做法
First, I’d like to show my thanks to Dr. Yao and Dr. Kay for their wholehearted instruction on how to do scientific research. And I also want to show my thanks to the other guest speakers here who guide us into the life and society of New Zealand and present to us an imaginary touring around New Zealand.
Today, I am going to share my reflections from the following two aspects: my reflection on my previous research paper and my reflection on the previous English teaching.
1.My reflection on my previous research paper
I especially want to show my gratitude to Dr Yao for her patient instruction on how to do empirical study. Since before that, I seldom do such empirical study except the year 2012 when I have to finish my paper for obtaining the master’s degree. The study I had carried on in the past seem to be superficial until now I learnt from Dr Yao about how to design and how to do research review. Maybe I can put it in another way: what I have obtained during the past 3 weeks tend to be more systematic and it will help me to do empirical study in a rational way.
2.the reflections on language teaching in the past:
2.1 my perceptions on the CSE in the past
As we all know, the CSE was published by the Ministry of Education of the People’s Republic of China in February , 2018. Before I attended the lecture, I have always thought that the CSE could only be applied to the assessment of students’ academic performance. However, The lecture by Dr Yao also prompted me to reflect on my teaching in the past. Obviously, the influence is significant for it can be also used as a yardstick for English teaching and learning.
Next, I’d like to talk about the English teaching under the CSE. Let’s look at situation of English teaching nowadays.
2.2 about teachers and students in the past
the traditional class is usually characterized as uniform teaching goals and unreasonable formative assessment.
On one hand, teachers usually set a uniform teaching goals for the whole class, without considering the different levels of students. The words, grammar and sentence structures are the focus of teaching aims. The communicative purpose of English learning is ignored. This also leaves an impression on students that mastering vocabulary, grammar and memorizing as many as sentences structures is key to the success of English learning.
On the other hand, The academic performance is made up of two parts: final examination ( which constitutes about 80%) and academic record including attendance records, the frequency of answering questions). In recent years, the evaluation system reform is put on the agenda among various levels of colleges. formative assessment is strengthened to control the learning process, but the focus is still set on students’ attendance records, quiz and assignment after class. Students’ school work can not be evaluated comprehensively and objectively. The evaluation system leads to the result that the students also took it for granted that attending class on time and answering questions frequently will help a lot to the final examination.
The situations above fully demonstrate the teacher-centered characteristic of traditional class.
This also urges me to think about a question: how to push the teaching reform thoroughly and achieve the student-centered way of teaching and learning. Well, the application of the CSE will contribute a lot in the process.
2.3 My consideration on The English teaching based on the CSE
From my point of view, the CSE will be an efficient way of motivating students’ interest in English study. Students-centered way of learning has been a hot topic during the past years. But how to achieve it is still under discussion. English teaching based on the CSE shows its special features and obvious advantages for its encouragement of use-oriented and student-centered language teaching.
First, the students’ engagement in classroom activities can be motivated.
Under the CSE, the students can make a plan by themselves. The students can be given a self-assessment at the beginning of each week. They should be clear in mind about which level they are at now, which level they want to achieve and how to achieve. One week later, they can look back and check their outcome. This is the way of self-assessment and also motive students’ engagement in class activity.
in this way, the quality control under the CSE can also be strengthened.
Secondly, the teaching goals set by teacher will be much clearer.
By supervising the students’ learning process, the teacher can give students a more objective evaluation. The teachers can also set a more specified goal for different groups of students according to the students’ self-assessment. Setting a reasonable level means that students can achieve it through their diligent work. The achievement of the goal is also a good motivator for his further study.
Thirdly, it will contribute to the achievement of flipped way of learning.
Flipped way of learning advocates independent and personalized study. The scale can provide students with standard which they should achieve. It will help the achievement of flipped way of learning.
All in all, the release of the CSE will surely bring the reform of language teaching and learning including the design of learning materials, the development of evaluation system, and also influence the teaching strategies and learning style.
3.research topics to be explored in the future
3.1 the empirical study on the application of the CSE in English teaching
3.2 the empirical study on the teacher’s perceptions on the current assessment system
3.3 empirical study on students’ perceptions on self-assessment in tertiary education
3.3 teaching strategies applicable in English teaching under the CSE
3.4 teaching strategies applicable in more specific subject under the CSE
Finally, I want to share with you my worries about the implementation in our school. As you know, the students are less motivated and how to motivate them to actively participate in your design is still to be prospected.
First of all, I want to thank Jenny Yao for her unreserved sharing in research design. As for me, I know little about the topic, especially about the China standard of English. Jenny started the topic with very simple questions like What’s the relationship among self-assessment, academic achievement and self-regulation? How to apply the self-assessment scales into the classroom teaching? This is a very good enlightenment. Then I begin to realize that this topic is not only important, but also interesting too.
Interests are good teachers for students in entry-level. And it comes to me that self-assessment can be one of them. An individual that learns to self-assess his or her own academic work develops a positive and realistic picture of themselves as a student. This can change the way I am using in teaching processing now. In last semester, we changed our traditional way of teaching into online teaching. As geographical distance reduces interactions between teachers and the students, we have to find out some interesting ways to help keep the students behind the screen. However, as long as the class is teacher-oriented and teacher-centered, teacher-led assessment boils down to an identification of mistakes and errors, students’ confidence in their own work diminishes with every point taken away from an assignment. As such, students have a difficult time seeing all the good in their work, focusing instead on all the bad. This may also lead to the phenomena that students are not willing to open their mouths or are afraid of making mistakes in the class.
After listening to the research study, I was told that when students self-assess, they are much more likely to make a list of the positive attributes of their own work, which in turn bolsters their confidence in that work, and encourages them to improve upon the work even further. And the pattern of self-assessment and goal-setting can be an important way because self-assessment can positively affect student achievement, not just on a particular assignment, but throughout their entire academic career.
It can also solve the problem of zero interaction between teachers and students. But how? With the question in mind, I dig deep on the internet and find that, if students regularly self-assess their work, they are much more likely to seek out expert assistance in all manner of problems, not just school problems. This is because when students self-assess, they regularly identify specific areas for improvement. The more specific the need, the more specific the assistance the student needs. As such, students that self-assess often eagerly self-advocate before, during, and after working on assignments.
Another problem about the students is that they are not very clear about their expectations. This is also very typical during the teaching practice. Because many classroom environments operate with a grade-based assessment system, and many students feel the pressure to be academically successful, many students develop an unrealistic expectation of how their initial work should be evaluated. But if students include self-assessment in their working process, they oftentimes have a clearer understanding of how good or bad their individual work is. As such, they are much more likely to work with a teacher on improving their work, rather than quibbling with that teacher about a letter grade.
One final and significant effect of self-assessment on student achievement is its ability to encourage students to set academic, professional, and personal goals. Self-assessment is reflective in nature, and as students consider both their work and their academic standing, they expand this reflection to include seemingly unrelated aspects of their daily lives such as their personal relationships, professional ambitions, and personal philosophies. In doing so, self-assessing students learn to envision their status not just in a classroom, but also in a global environment. This, in turn enables students to become goal-oriented, shifting their behavior from reactive to proactive. It is acting as a dynamic process in which students self-monitor, self-evaluate, and identify correctives to learn.
I am very excited about the topic of self-assessment, especially its positive effects on students. I am looking forward to applying it in the coming semester and hope that it can enhance student motivation and achievement. If possible, I would like to collect some data about self-assessment, academic achievement and self-regulation in the next semester to help develop my essay grounds. Thanks again to all the teachers for your contribution to the training programs.
I have to say that I really have learnt a lot from this summer seminar, benefiting much from academic discussions like how to design and do a research, how to read literature reviews and journal articles, and what is quantitative research, qualitative research and how to design them. I also know more about New Zealand, its culture, its history, beautiful landscapes and great tourism resources. And I’m getting more interested in Māori culture, hope I can visit New Zealand one day.
Let's talk about the academic training.
I got inspired from much of the seminar, but here I’d like to talk about the lecture given by Dr. Graeme on July 29th. The topic is about “Creating student-centred Learning”. I think this is a common but important issue even in the world, not just in China or New Zealand. I believe where there are practices of teaching and learning, there will be discussions about where we should put the focus, more on students? Or on teachers? To get a balance between teacher and students in class is important, but we all know that if we can focus more on students, make them gain the initiative in class, then we’ll have a more balanced teaching environment, which can produce a better teaching result. For a lesson, we know that there are three objectives we shall achieve during the teaching process: knowledge, skills, and attributes. Knowledge is very basic, like grammar, vocabulary, cultural connection…Skills are extremely important in language learning, the abilities to speak and write in a second language are surely key factors in using the language. These two objectives are more about academic goals. But the third one, I think, is more critical. The attributes, or we can say emotional goals. These are non-intellectual traits and qualities, which are essential to personal well-being, life satisfaction and various aspects of personal and career success. We can not only teach knowledge and skills to students, but also emotional intelligence, like confidence, positive life attitudes, flexibility, relational connection, self-awareness and so on. Academic knowledge and skills are keys to a good job after graduation but a healthy mindset can help a student lead a stable and healthy life. A positive person can do better in planning, goal-setting, time management and organization, so enhancing the traits of empathy, the skills of effective communication, collaboration and teamwork, conflict management, is important to the growth and development of students. I want to assist students in forming positive social relations with their peers, parents, and later, colleagues. It’s a mission we teachers hold. So I will try to get closer to students’ hearts, feelings by creating a positive and relaxing learning climate.
On the other hand, I’m also inspired by the approaches to acquire a second language mentioned by Dr. Graeme. I’m not an experienced teacher and I know that I need to improve my teaching method. But sometimes I just don’t know how to do this. I want to get students motivated in class. Not I myself keep talking constantly and students listen to me passively, group discussions are not always producing good effects. This is not a desirable atmosphere. I remembered that in the lecture, the Powerpoint said that students can learn language by seeing, by doing, by hearing, and with guidance and instruction. They can even learn by research, which I never thought about before. Also, I know that learning by interaction is a good way, but I didn’t realize the importance of feedback in language learning before I took part in the seminar. So thanks again for your guidance.
Normally there are 2 kinds of feedback: first, the kind that we perceive through our senses and perception. Second, the kind we are given by others. Teachers’ input is always important, especially in the beginning. However if one wants to keep doing well, he will need constant and correct feedback. Feedback is what tells us whether we are on the right path, whether we need to make any adjustments. So I’ll interact more with my students, giving them positive feedback as possible, language learners need encouragement.
Finally, through the seminar, I find that I have more interest in empirical research, so I think I’ll try to learn more about this. Identify problems, collect data and information, interpret them. Knowledge reserves are the first step to be a researcher. I think I need to read more journals and essays to find where I’m more interested in, and then develop a proper research topic. Just like Dr. Yao said, stay curious, foster analytical thinking, critical thinking, and be a problem solver. Dr. Yao has recommended many helpful database and websites to us, thank you. I’ll take advantage of them.
In the end, I want to thank you all again for your kindness and contribution, I won’t forget this learning experience. I wish you good health and all the best! That’s all. Thank you.
Good morning from China and good afternoon for New Zealand, respected teachers and professors. My name is Huang Wanyu. As a new teacher, firstly, I’d like to express my deep gratitude to our college and UNNZ for organizing this international teacher training which provided us the precise opportunity to learn about teaching and scientific research. The four weeks and 12 lectures and seminars helped me to realize the differences between tertiary teaching research and the literature research of my postgraduate period. Besides, many of my ideas about traditional teaching have also been changed. Moreover, every meeting lets me realize that there’s a long course with responsibility to grow up to be a teacher-reseacher like Dr. Yao said. And the training also ignited my expectation for the future teaching life.
When I look back the whole training process, I still remember how Dr. Graeme’s lecture “Creating Student-centered Learning” touched me. It’s significant to use students’ interest to design teaching activities. Trying to let students develop their own assessment criteria means to assess them in form of formative evaluation. After the lecture, I wrote my feelings in my note that, “I hope, as a teacher, I can use diversified teaching methods, flexible teaching design combined with comprehensive teaching evaluation to truly create an open learning atmosphere. So that students can love learning English from the heart.” And I also viewed the words “A wise teacher makes learning a joy,” advocated by Dr. Graeme as my future teaching goal and the direction of my continuous progress! In addition, on August 7th, when I first read the book Research Design by Creswell, I felt confused as if I fell into a maze surrounded by complicated data and concepts. However, thanks to Dr Yao’s detailed explanation about chapter one (The Selection of a Research Approach) and two (Review of the Literature), which seems to give me a magic broom that I can ride on. Thus, when I fly in the “sky”, I can see more clearly about what quantitative and qualitative research is, what’s the difference between inductive and deductive research, and what the research shall include from a topic, a brief working title to a discussion etc. Especially, what impressed me most is how to use a research map to build the framework of literature review. Though I’ve known how to summarize a literature review in the writing of my master’s thesis, the process was a little bit tanglesome. Dr. Yao explained how to draw a research map to classify and summarize literature in a more logical way. Besides, the relevant literature, data analysis software and foreign language edatabases like ERIC, introduced by Dr. Yao, also brought us the key to open a new door for scientific research. In terms of research design, I’m still not adept at designing questionnaires and using SPSS to do data analysis. And for student-centered learning, I shall clearly know the CSE firstly and to teach and design activities in a more targeted way. So it’s necessary for me to learn and practice more.
After learning some knowledge about research and reading some literature during the training period, I seem to find a direction or let’s say, a topic for my future research. I focus on the new teaching mode, blended learning that combines online and face-to-face teaching methods and gradually be studied in many aspects. What’s more, TPACK model (Technological Pedagogical Content Knowledge) further requires teachers to master professional and information technology knowledge. For teachers, we may be more familiar with the assessment method of face-to-face teaching, but for online teaching, it’s still not so completely formed. Therefore, I want to try to explore how to improve the effectiveness of assessment in blended learning of tertiary English based on TPACK model. The idea is not mature enough, and since I have no formal tertiary teaching experience, I still need to find research problems in teaching and make more improvement. Hence, at present, I shall further read the book Research Design and more domestic and foreign literature to lay the foundation.
Although it’s sure that I’m not as brilliant as Hermione in Harry Potter, I have faith that I’ll treat teaching and research with expressment, curiosity and the spirit of exploration like my beloved little prince who lives in B612 planet and all of my respected teachers in our college! How to make a class joyful and informative? And how to make research and teaching complement each other? That’s our question and task. Sincerely, thanks again to Dr. Yao and Dr. Graeme and other teachers who brought us so much “nutrition”. And also thanks a lot for ours learning together!
That’s all, thanks for your listening!