Research on the Design and Application of Micro-Class on IELTS Vocabulary

Hongyan Zhang; Dao Zhou; Junhua Zhou

doi:doi:10.11648/j.edu.20221103.14

| Peer-Reviewed

Research on the Design and Application of Micro-Class on IELTS Vocabulary

Hongyan Zhang, Dao Zhou, Junhua Zhou

Published in Education Journal (Volume 11, Issue 3)

Received: 22 April 2022 Accepted: 9 May 2022 Published: 19 May 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.

Published in	Education Journal (Volume 11, Issue 3)
DOI	10.11648/j.edu.20221103.14
Page(s)	106-111
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

IELTS Vocabulary, Micro-Classs Design, Vocabulary Acquisition, Online Learning

References

[1]	Ministry of Education of China. The Ten-year Development Plan of Education Informatization (2011-2020) [EB/OL]. (2012-03-13) [2022-05-08]. http://www.moe.gov.cn/srcsite/A16/s3342/201203/t20120313_133322.html.
[2]	Junhua Zhou, Xiaoyun Liu. Exploration and Reflection on Digital Transformation of Higher Education Press [J]. Publishing and Distribution Research, 2016 (9): 46.
[3]	Kekang He. Study on "Ten-year Development Plan of Education Informatization"—Interpretation of "Deep Integration of Information Technology and Education" [J]. China Electronic Education, 2012 (12): 23.
[4]	Junhua Zhou. On Cultural Infiltration in English Teaching [J]. Journal of Liaoning Normal College, 2009 (4): 59.
[5]	Anonym. 2018-2019 Project Approval Announcement of Education and Teaching Innovation Professional Committee of China Education Development Strategy Society [R]. Education and Teaching Innovation Committee of Chinese Society for Education Development Strategy, 2018.
[6]	Jia Wang. Investigation and Research on Teaching Methods Based on Constructivism Learning Theory [J]. College Education, 2013 (11): 116-117.
[7]	Li Ou. Study on the Learning Effectiveness Based on Dubbing and Subtitle Translation Mode of IT Video Tutorial [D]. Peking University, 2014: 4.
[8]	Nagy W. On the Role of Context in First- and Second-language Vocabulary Learning [M]. Cambridge University Press, 1997: 64-83.
[9]	Ying Qi, Junhua Zhou. A Survey of Students' Satisfaction with College English Teaching Materials [J]. Teacher, 2016 (9): 104.
[10]	Cuicui Pan, Ying He, Shanshan Ding, Yi Wang, Kun Li. An Empirical Study on English Vocabulary Memory Based on APP [J]. Overseas English, 2017 (10): 73-79.
[11]	Qiaofen Chen. Cognitive Load Theory and Memory Development [J]. Modern Educational Technology, 2007 (9): 16-19.
[12]	Liu Liu, Junhua Zhou. Design of Digital English Teaching Resources for Deep Learning [J]. Journal of Harbin Vocational and Technical College, 2018 (4): 157.
[13]	Charles M, Reigeluth. Instructional-design Theories and Models: Building a Common Knowledge Base [M]. Elsevier, 2009.
[14]	Mingyue Li. Research on the Influence of Bilingual Subtitle on Students' Vocabulary Acquisition Based on Modified Grading Model (RMH) [J]. Foreign Language, 2017 (04) (V33 No. 2).
[15]	Junhua Zhou. Research on the Guarantee Mechanism of Lifelong Education Development: From the Perspective of International Comparison [J]. Education Academic Monthly, 2016 (4): 71.
[16]	Ying Qi, Junhua Zhou. Exploration and Practice of Teaching Reform in Application-oriented Universities: A Case Study of College English Teaching Reform in Beijing City University [J]. Contemporary Education Practice and Teaching Research, 2017 (11): 132.
[17]	Junhua Zhou, Danfeng Li. British Publishing Internationalization from Chinese Perspective [J]. Science and Technology Perspectives, 2017 (1): 268.

Cite This Article

Plain Text BibTeX RIS

APA Style

Hongyan Zhang, Dao Zhou, Junhua Zhou. (2022). Research on the Design and Application of Micro-Class on IELTS Vocabulary. Education Journal, 11(3), 106-111. https://doi.org/10.11648/j.edu.20221103.14

Copy | Download

ACS Style

Hongyan Zhang; Dao Zhou; Junhua Zhou. Research on the Design and Application of Micro-Class on IELTS Vocabulary. Educ. J. 2022, 11(3), 106-111. doi: 10.11648/j.edu.20221103.14

Copy | Download

AMA Style

Hongyan Zhang, Dao Zhou, Junhua Zhou. Research on the Design and Application of Micro-Class on IELTS Vocabulary. Educ J. 2022;11(3):106-111. doi: 10.11648/j.edu.20221103.14

Copy | Download

@article{10.11648/j.edu.20221103.14,
  author = {Hongyan Zhang and Dao Zhou and Junhua Zhou},
  title = {Research on the Design and Application of Micro-Class on IELTS Vocabulary},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {106-111},
  doi = {10.11648/j.edu.20221103.14},
  url = {https://doi.org/10.11648/j.edu.20221103.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.14},
  abstract = {Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Research on the Design and Application of Micro-Class on IELTS Vocabulary
AU  - Hongyan Zhang
AU  - Dao Zhou
AU  - Junhua Zhou
Y1  - 2022/05/19
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.14
DO  - 10.11648/j.edu.20221103.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 106
EP  - 111
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.14
AB  - Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.
VL  - 11
IS  - 3
ER  -

Copy | Download

Author Information

Hongyan Zhang

School of Software and Microelectronics, Peking University, Beijing, China
Dao Zhou

International Department, Suzhou No. 10 High School of Jiangsu Province, Suzhou, China
Junhua Zhou

Shanghai Publishing Division, Higher Education Press, Beijing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Hongyan Zhang, Dao Zhou, Junhua Zhou. (2022). Research on the Design and Application of Micro-Class on IELTS Vocabulary. Education Journal, 11(3), 106-111. https://doi.org/10.11648/j.edu.20221103.14

Copy | Download

ACS Style

Hongyan Zhang; Dao Zhou; Junhua Zhou. Research on the Design and Application of Micro-Class on IELTS Vocabulary. Educ. J. 2022, 11(3), 106-111. doi: 10.11648/j.edu.20221103.14

Copy | Download

AMA Style

Hongyan Zhang, Dao Zhou, Junhua Zhou. Research on the Design and Application of Micro-Class on IELTS Vocabulary. Educ J. 2022;11(3):106-111. doi: 10.11648/j.edu.20221103.14

Copy | Download

@article{10.11648/j.edu.20221103.14,
  author = {Hongyan Zhang and Dao Zhou and Junhua Zhou},
  title = {Research on the Design and Application of Micro-Class on IELTS Vocabulary},
  journal = {Education Journal},
  volume = {11},
  number = {3},
  pages = {106-111},
  doi = {10.11648/j.edu.20221103.14},
  url = {https://doi.org/10.11648/j.edu.20221103.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221103.14},
  abstract = {Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Research on the Design and Application of Micro-Class on IELTS Vocabulary
AU  - Hongyan Zhang
AU  - Dao Zhou
AU  - Junhua Zhou
Y1  - 2022/05/19
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221103.14
DO  - 10.11648/j.edu.20221103.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 106
EP  - 111
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221103.14
AB  - Traditional online vocabulary coures are not able to meet the needs of IELTS exam participants. It cannot solve the problems arising from content, form and process of learning. In the process of learning students are often perplexed by the trouble of mismatching between objectives and learning resources, lacking of methodological guidance, and insufficient motivation. Through surveys and interviews this research explores learners' strong demands in understanding the background knowledge of subject vocabulary, recognizing synonyms in reading and writing, and applying advanced vocabulary in writing. Micro-class resource library focusing on these demands are constructed through independent video-shooting as well as re-editing of open resources. Teaching experiment at some international schools in Beijing, Shanghai and Suzhou of China is conducted to testify the effectiveness of the teaching design and implementation of the proposed micro-class. The experiment shows that the IELTS vocabulary micro-class designed in this study can effectively help learners improve their vocabulary recognition and application ability in a short term. IELTS Vocabulary micro-class not only meets the learning requirements of traditional online courses, but also meets the needs of teachers in terms of teaching content, teaching process, activity design and online interactive feedback. In this study, the form of micro-class is combined with the vocabulary classification model. In this case a complete teaching system from paper books to online micro-class is constructed, which has certain enlightening significance for online vocabulary teaching. Results show significant improvements can be made to some extent in learners' IELTS vocabulary acquiring, application skills and stronger motivation of learning.
VL  - 11
IS  - 3
ER  -

Copy | Download