Interactive Learning Of Chinese EFL Learners In The Web-based Instructional Environment: Toward A Comprehensive Model

In SLA mainstream, through interactions learners may be led to notice thingsthey wouldn’t notice, and this noticing can affect acquisition. The Internet andmultimedia was imported by EFL classroom, which has great influences on Englisheducation. Compared with new-formed class, the traditional class is lack ofcommunication. Web-based interaction models are not a topic, however, in China,multimedia equipment has been long neglected, and it just stands there without gooduse. Currently, in multimedia-equipped classroom of EFL, students’ computers areunder teachers’ control, and they have no authority to use the computers and theInternet. Teachers transmit knowledge or information to computers of students’ withPPT or other software. Thus, there is little practical interaction happening betweenteachers and students, students and students, and between students and computers.Recently, scholars both in China and abroad begin to notice the importance ofcommunication for EFL and explore the models of web-based learning environment.The author analyzes the potential contributes of WBLE to English education, and putforward two complete models: one is asynchronous online course, and the other issocial online network. It is great challenges for teacher to use these two Englishteaching models. The author thinks that they can improve current English teachingmethod welcomed by most English classrooms to great extent. Finally in an attemptto fulfill the designed expectation, the author conducted an18-week experiment withtwo classes of English-major grade2students from Dalian University of ForeignLanguages (DLUFL). The experimental class (EC) complemented new models,while the control class (CC) followed a traditional one. Before the experiment, theauthor researched on the proper way to test and chose writing finally. According tothe results of before-semester questionnaire from the both classes, the authordesigned the online classes and applied them to the actual. After the experiment, a post-test was carried out and an interview and a questionnaire were taken by theexperimental class.The result suggests that students in EC made prominent progress in Englishwriting while students in CC remained almost unchanged. After analysis of theresults, the author concludes that the combination of asynchronous and synchronousonline course can largely improve traditional teaching method, and can also enhanceEnglish learners’ language ability and learning ability.