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

Received: 22 April 2022     Accepted: 9 May 2022     Published: 19 May 2022
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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), 2022. Published by Science Publishing Group

Keywords

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

References
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[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.
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Cite This Article
  • 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

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    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

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    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

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  • @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}
    }
    

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    AU  - Junhua Zhou
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    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
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Author Information
  • School of Software and Microelectronics, Peking University, Beijing, China

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

  • Shanghai Publishing Division, Higher Education Press, Beijing, China

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