張?jiān)疲哼\(yùn)用科技手段，促進(jìn)單詞記憶

在英國(guó)遇到Joseph,讓我教學(xué)理念和工作熱忱都有了很大的改觀。未來(lái)會(huì)因?yàn)槲覀兊暮献鞫絹?lái)越好！拿去看吧，就是這篇論文！經(jīng)過(guò)三次校正，可能還會(huì)有些微錯(cuò)誤，但是已經(jīng)盡力做了調(diào)查問(wèn)卷，資料搜集。希望以后會(huì)寫更多的關(guān)于具有實(shí)用價(jià)值的文章，也鞭策自己多多思考。文中鏈接部分是對(duì)中學(xué)教師非常寶貴的資源平臺(tái)，很時(shí)髦的東西，拿去用吧！再次感謝指導(dǎo)老師：Nancy Carter! Lots of love!

The potential benefits of using different technologies on helping students in Senior High memorize words in the Chinese EFL classroom.

Name: Joseph; Ivy

For Senior students in China, English is really important. On the one hand, it makes up one quarter of the total score in the National College Entrance Examination(also known as ‘GaoKao’), which will decide the level of the university a senior high student can attend. On the other, because the world is under the process of globalization and internationalization, English has become the most commonly used language in the field of academia, business, commerce and technology; therefore its great usage cannot be underestimated (Lan Sung and Chang, 2007; Wu, Yen and Marek, 2011; Huang and Reddy, 2016). But in the process of learning English, students in China encounter a number of difficulties, within which they especially find vocabulary learning a big problem. In reading process, a good demand of words is so important a factor that it can decide the quality and result of reading (Taj, Ali, Sipra and Ahmad, 2017; Chien, 2015). So how to help students overcome this difficulty has always been a problem we teachers are struggling to solve. Nowadays, modern technology is widely used in teaching, making it possible for students to master words easier and with high efficiency(Wong, 2015;Li and Walsh, 2010). Moreover, according to a survey among 36 English teachers from China, all of them believe that technology like  websites and apps on mobile phones useful to word learning. Also 34 out of the 36 teachers say that in their classrooms multimedia devices are installed and 32 of them states that they will use multimedia devices in their everyday teaching, which provides a possibility that technology can be used a lot in vocabulary learning in Chinese Senior high classrooms to improve students’ efficacy in word building. So in this passage three different technologies will be introduced to realize this goal.

The first one is a website at (http://www.quizlet.com) which is a flashcard app online. In his essay Chien(2015) states that Flashcards are very good English teaching tools and students have a very positive attitude toward the use of flashcard website or apps in learning vocabulary and among different flashcard websites, Quizlet provides the most activities and are with the highest efficiency. What’s more, according to the data obtained from their experiments, both Dreyer(2014) and Chien(2015) believe that students using Quizlet in memorizing English words have better performance over those who don’t use the website. Moreover, the website has the following advantages. First, it provides varieties of methods for students to study and review controlled word lists designed by the teacher or even by students, which is very motivated and the goal of the learning is very clear and purposeful. Second, besides commonly used learning activities like learning, spelling and testing, audios are also included in the exercises, which makes it easier for students to enhance their listening and create the connection between the spelling and its sound. Last but not least, teachers can collect information about students’ using the website and analyse the data and adjust his/her future assignments. However, it is clear that some certain disadvantages do exist. For example, more than half of the teachers interviewed state that in their schools most students board at school so they don’t have a chance to use phones and can only get a few chances to use computers; therefore, without continuous using, the function of Quizlet will not turn well. Nevertheless, for Chinese students learning vocabulary, online words activities surely provide an effective way to help students.

The second is an app on android and ios mobile phones. Mobile apps are effective and efficient approaches for students self-regulated vocabulary learning and the approach is liked by students probably because they can review the words anytime and everywhere they want(Liu and He, 2014). BAICIZHAN is such an app focusing on remembering English words interestingly. In the app, every English word is matched with some related amusing pictures and funny sample sentences, so that users are motivated and can build relational memory while reciting English vocabulary, which is the first advantage of the app. Next, one can find words lists of different levels, from junior high school English, senior high school English to IETS, TOEFL, SAT, GMAT, GRE, etc., so it is suitable not only for senior or junior high school students, but for very young students and adults as well. Another strength is that the app can be used offline, which makes it possible for students to recite words in a place without internet connection. The app does have some shortcomings, like some pictures are not closely related to the word, so it may make its users misunderstand the meaning of the word.

The third technology to be talked about is using interactive whiteboard or multimedia devices which are equipped in most Chinese classrooms. According to Hur & Suh(2012), one way to consolidate the vocabulary learning is to employ audio and visual aids in our daily teaching because it will provide students a concrete system to deal with. There are certain advantages of involving whiteboard/multimedia devices in daily teaching activities. First, by generating an engaging and repeated learning opportunities, students will feel more engaged into this active learning process and the outcome will be better and the teachers can easily create a teaching environment full of audio and visual data for students to process, reflect on and integrate vocabulary to be learned. Second, when students can not understand a new word, by using this system the teacher and students can easily access apps and website materials to find related pictures or videos to enrich the information in the class, which will greatly promote students’ motivation, making the vocabulary memory more lasting. Third, the whiteboard/multimedia device usually can be controlled with a finger or a pen, which makes it very attractive to students and will help keep their attention in class. Finally, as mentioned above about the survey, nearly 95% teachers interviews have their classrooms  equipped with whiteboard/multimedia, so it is really convenient and practical for teachers to utilize this device. Definitely this method also has its shortcoming, like it can only be utilized in the classroom. But as long as teachers combine the usage of different methods together and take the full advantage of each technology, the result of vocabulary is sure to be improved.