A Research On The Application Of Two Mutual Evaluation Strategies In English Podcast Learning Activities

In the 21st century,is the age of the flowers in the field of education science and technology products,at the beginning of the century initiation "podcast" products,also quietly into the development of education in the context,I do not know when podcasts class teaching resources has penetrated into all aspects of the teacher's education teaching,can call is the "power" of teaching reform,however,in the teaching activity of how to better use of podcast teaching resources to improve the teaching effect? This problem is also troubling scholars in the field of educational technology and front-line teachers.As is known to all,English learning is a process of language acquisition,is one of the keys to learn English well is the cultivation of listening and speaking skills of English,studies have shown that the cultivation of English listening and speaking ability need continuous output,so part of the English teachers began to contact podcasting technology to increase the students' language output,however,still exist many problems in the English pod activity,the author through the communication with the junior middle school English teachers and literature search,found that due to the junior middle school teachers' teaching pressure big,so often is a summary of classroom feedback,there is no process monitoring and evaluation,thus not timely feedback to the student,As a result,the application of podcast teaching resources is only limited to a single use,and it is extremely difficult to mobilize students' English listening,speaking and learning,resulting in a low level of involvement in English learning,which makes it difficult to improve students' academic performance.Peer assessment can be used as a supplement to teaching strategies,making students the main subjects of learning,changing the right of evaluation from active to passive,making up for the deficiency in English podcast activities,and thus improving students' learning input.There are also many strategies for peer mutual evaluation.According to the generation of evaluation objects in the mutual evaluation activities,the mutual evaluation strategies are divided into two types: intra-group mutual evaluation strategies and random mutual evaluation strategies.This paper tries to explore the following questions :(1)what is the difference between the two strategies in influencing learners' mutual assessment performance in the English podcast activities of junior high school students?(2)can the two mutual assessment strategies improve the learning input of junior high school students in English podcast activities? What are the differences in the effects of learning engagement and its three dimensions of cognitive engagement,emotional engagement and behavioral engagement?(3)is there a correlation between learners' mutual evaluation performance and learners' learning engagement in English podcast activities?Through comparative experiments,the following conclusions are drawn :(1)On the whole,the application effect of random mutual evaluation strategy is better than that of intra-group mutual evaluation strategy;For the three components of the mutual evaluation,the accuracy and integrity of the random mutual evaluation strategy were better than that of the in-group mutual evaluation strategy,and the difference between the two strategies in the timeliness of the mutual evaluation was not significant.(2)On a whole,the learning engagement of learners in both classes was improved,but compared with the peer assessment strategy in the group,the learning engagement of learners with random peer assessment strategy was improved more,reaching a significant level.However,for the learners of inter-group mutual assessment strategy,the learning involvement was improved but not significantly.For the three dimensions of learning engagement: in the dimension of behavioral engagement,the behavioral engagement of the inter-group mutual assessment strategy was significantly reduced,but the behavioral engagement of the random mutual assessment strategy was significantly increased;Both strategies improved on the dimensions of cognitive engagement and emotional engagement,but the degree of improvement was not significant.At the end of the mutual evaluation activity,in the dimension of behavioral input,the random mutual evaluation strategy was higher than the in-group mutual evaluation strategy,and the difference between the two groups was significant.On the two dimensions of emotional input and cognitive input,the random mutual evaluation strategy was higher than the intra-group mutual evaluation strategy,but the difference was not significant.(3)among the two strategies,the correlation between the accuracy of mutual assessment and learners' learning input is the first.For intra-group mutual evaluation strategy,the correlation between the completeness of mutual evaluation in the mutual evaluation performance and learners' learning input was the second.For the random mutual evaluation strategy,the timeliness of mutual evaluation and the relevance of learners' learning input are the second,and the second,the timeliness of mutual evaluation.