| Educational informationization is in a measure a shock to traditional education mode. Nowadays, students are not satisfied with traditional teaching mode whose teaching contents are confined in the text book.With the constant extension of field of micro-video application, more and more educators begin to lay stress on micro-video as educational resource used in educational field. However, most of the researchers focus their attention on the application of micro-video in information technology class. Similar research has rarely been found as regards the application of micro-video in English class, especially in the perspectives of English academic performance and learning capacity. Considering situations and the characteristics of English subject above, this thesis has studied on the application of micro-video in seventh grade English class, aimed at providing reference to the promotion of the application of micro-videos in English class. For this purpose, this study seeks to answer three research questions:(1) What are the differences between micro-video teaching mode and the traditional one in promoting students’academic performance?(2) What are the differences between micro-video teaching mode and the traditional one in promoting students’learning capacity?(3) What are the underlying factors responsible for these differences existing between EC and CC?The theoretical framework adopted in this study was based on the micro-learning theory and cognitive load theory. And this study employed the mixed design of quantitative and qualitative approaches. For quantitative part, two comprehensive tests and a questionnaire were used. Subjects were totally 68 students from two classes of seventh grade of No.54 middle school of Nanjing. The treatments were the micro-video teaching in class 3 (EC) and the traditional teaching in class 4 (CC) respectively. Before the experiment, the students in these two classes were all arranged and parallel grouped on the basis of the pre-comprehensive test. What’s more, a questionnaire survey was conducted in the two classes before the experiment. After the experiment, a comprehensive test and a questionnaire (same as the pre-experiment survey) were used, and all the results were analyzed through SPSS to probe the answers to the research questions. For the qualitative part, interviews were made after the experiment. Three students from EC and three students from CC were selected randomly for the interview.The present study generates the following major findings:Firstly, compared to the traditional teaching, the application of micro-video in English class is more effective in promoting students’ academic performance, especially in improving students’ listening, reading and writing performance (Listening:P=.001<.05; Reading: P=.013<.05;Writing:P=.025<.05). What’s more, according to the differential degree, from strong to weak, the five test items are in the order as follows:Listening(P=.001)>Reading(P=.013)>Writing(P=.025)>Vocabulary(P=.205)>Grammar(P=. 944).Secondly, the English class with micro-video in teaching has an advantage over traditional teaching mode in promoting students’ learning capacity. Students with application of micro-video in English class are more positive in learning attitude, self monitoring and extracurricular resources utilization (ERU:P=.009<.05; LA:P=.019<.05; SM:P=.032<.05). What’s more, according to the differential degree, from strong to weak, the five categories related to learning capacity are in the order as follows:ERU(P=009)>LA(P=.019)>SM(P=032)>PF(P=157)>SR(P=309).Thirdly, the reasons for the differences existing between the class with micro-video application and the traditional English class are as follows:(1) The relatively easy and joyful atmosphere in English class relieves the pressure of students in learning. (2) Micro-video actives multi-senses of students, so that it is easy to break through the key and difficult points in English learning. (3) Fund of knowledge broaden students’horizon, helping them get out of textbook. (4) Through the contact with micro-video, students in EC are more willing to explore learning opportunities. (5) With the interest in learning, students from EC are more diligent in learning.The major findings obtained from this study may have some pedagogical implications:From the teachers’ perspective, teachers should not be confined to traditional teaching mode. It is urgent and important for them to creatively use modern educational technology in English teaching to correct the structure of English class, to improve teaching efficiency. As the application of micro-video in English class can promote student’s learning performance and learning capacity, it’s worthy for more and more teachers to adopt micro-videos into English teaching.From the students’ perspective, students should become the master of learning instead of being learning slaves. They should be aware of that interest plays an important role in inspiring and keeping them to study. What’s more, as a member of new era, students should take full advantage of various beneficial resources to learn instead of being tied to the textbook. |
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