The Investigation Of College Teachers’ And Students’ Views On English Micro-lecture

With the development of information technological progress, mobile learning and ubiquitous learning are becoming more and more popular among learners. In recent years, mixed learning patterns based on online videos such as Khan Academy and TED speech have sprung up. Meanwhile, with the flowering of micro media like micro-blog, micro-advertising, micro-film and we-chat, the micro-era comes, posing the growing demand for fragmented learning. Against such backgrounds,micro-lecture, with its innovative forms and content, has got more and more attention among educators, and many educators have begun to apply micro-lecture into teaching practice. In face of the challenges in the new era, micro-lecture are bringing new opportunities for college English teaching and learning. Therefore, it is necessary to explore how to improve the efficiency of college English teaching and learning and ultimately upgrade students’ English level by using micro-lectures.This study is conducted as an initiative respond to this kind of request by investigating the views of college English teachers and students on English micro-lecture revolving around the cognition, construction, application and prospect of micro-lecture. In the current study, micro-lecture refers to a kind of online learning and teaching resource that contains complete teaching procedures and explanations on a certain point in order to meet people’ demands of fragmented learning and autonomous learning. Adopting a mixed method of quantitative and qualitative approaches like questionnaires and interviews, this research investigates the views of college English teacher among different ages and students from different majors on English micro-lecture and compares the difference between teachers’ and students’ views.The results show that, for teachers, the most significant element for a micro-lecture is teaching design, but technique has become a salient problem for them to make a micro-lecture, besides, most teachers make micro-lectures to take part in contests; as for students, different majors do not have an agreement on the time spanof English micro-lecture, but they all hope that oral English can be emphasized in micro-lectures and teachers’ guidance should be given, and the factors affecting their learning most are lack of related resources, lack of teachers’ help and slow net speed.However, both teachers and students hold a positive view on the prospect of English micro-lecture though they do not have an agreement on the most attractive characteristic of micro-lecture and the teaching content in a micro-lecture.The findings of the current study give implications on how to effectively enhance the construction and application of English micro-lecture in college. First of all, for the construction of English micro-lecture, professional training about teaching design and techniques should be provided to teachers for better development of English micro-lecture, meanwhile students’ needs should be taken into consideration; secondly,in order to enhance the application of English micro-lecture, teachers should try to apply micro-lectures more to teaching rather than competition, and the online learning platform should be perfected to offer student’ satisfactory learning experience.