Effects of the Dynamic Motivation English Teaching Model on EFL Learners’ English Performance in China
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Abstract
This paper reports an experimental study on the effects of a dynamic teaching model on EFL learners’ English proficiency. The subjects were 84 students from Anhui Polytechnic University, Anhui, China. The experimental group was treated with the dynamic teaching model while the control group was taught with the traditional teaching model. The research instrument included the National College English Test (CET4) and the IELTS oral test. The results of the between-group comparison demonstrated that the experimental group achieved as well as the control group in the written test, but the experimental group was significantly better than the control group in the oral test. The experimental group did not outperform the control group in receptive skills (reading, listening), but it was significantly superior in the productive skills (speaking, translation, composition) after one’ semester motivational teaching treatment.
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This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.References
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