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Using Blind Box Grouping in College English Classes for Students Upgrading from Junior College

Author(s)

June Yuan

Affiliation(s)

Foreign Language Department, Beijing Union University, Beijing, China

Abstract

Group teaching has been identified as a pedagogical strategy that has the potential to enhance students’ interest in learning, strengthen motivation and improve achievement. It has been implemented in numerous aspects of college English teaching. However, the existing research mainly focuses on the feasibility and effectiveness of grouping, with less attention being devoted to the methodological aspects of grouping itself. Drawing inspiration from the mystery and uncertainty feature of blind boxes attractive to young people, this study designed a blind box grouping teaching mode for college English, with the specific learning characteristics of university students upgrading from junior college in mind. After two semesters’ practice, the findings suggest that this approach can effectively stimulate students’ interest in learning, enhance their enthusiasm and initiative in learning English, and consequently improve their achievement in English class. Moreover, the results of questionnaire surveys and students’ evaluation of teachers consistently indicate that this method is well accepted and warmly welcomed by students. It is hoped that this study may enlighten future exploration and innovation of group teaching methodologies in English as foreign language classes.

Keywords

Blind Box; Grouping; University Students Upgrading from Junior College; College English

References

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