Designing The Auto-operative Class Show Model

As an experimental course amid English major curriculum reform in higher educational institutions,the Individualized English Learning course intends to alter the current status of English education,manifested by the severance between learning and using,and low learner engagement.Driven by interest cultivation,the course aim to promote autonomous learning and an elevation of overall quality in students.After more than one decade of exploration and practice,the course has turned into a “doing-learning-using integrated” platform course,informed by the RightOempower approach.Its auto-operative class model,with its distinctive features,has attracted attention from English teaching community at home.However,the class model has rarely been a research topic among all the studies on the IEL course.This study takes a developmental perspective to investigate the longitudinal development of IEL class model.It is a qualitative research which employs a triangulation of research methods,including document analysis on three versions of class model,classroom observation by the researcher herself and interviews with the course designer.It aims to figure out what kinds of student roles have been created,what are their rights and responsibilities in class,and how has the class procedure changed over the years,and summarize in what ways the model has scaffold all-round ability development in students.Results demonstrated that(i)During the years,altogether 10 student roles were created and each of them is endowed with rights to perform in class and shoulders respective responsibilities to perform well.The student role design is the key to promote engagement and all-round ability development in students.(ii)As an important component of the class model,the class procedure gradually improved through course implementation during the years,and is growing into a stabilized pattern.It now consists of five loops and becomes auto-operative with collaboration of all roles.In specific,improvement in class procedure is manifested in the logical sequence of role performance,improved operability due to smoother connection between individual substeps and concise demonstration of class procedure with the formation of loops.Moreover,time allocation design for the class procedure became more specific,and practical,and time distributed for some part of class procedure has stabilized,emphasizing the importance of time efficiency.(iii)Employing an empowering setting where students are engaged in doing,learning and using of personal interest,role performance and language,the IEL class show model provides students with a platform to improve on language proficiency,foster diversified learning strategies,maintain a positive attitude toward learning and develop overall quality such as organization ability,interpersonal skills and other qualities.After constant exploration and multiple rounds of practice,the Individualized English Learning course is now implemented through a relatively mature class model,which is auto-operative with seven student roles and five loops.Presenting the IEL class model development and its targets of ability development in students,this research is conducive to further refinement of the course and provides inspiration for future IEL instructors.