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Academic Journal of Humanities & Social Sciences, 2020, 3(3); doi: 10.25236/AJHSS.2020.030312.

An Empirical Study of College Students’ Fragmented English Learning

Author(s)

Shutao Zhou*

Corresponding Author:
Shutao Zhou
Affiliation(s)

College of Humanities and Social Sciences, Heilongjiang Bayi Agricultural University, Daqing 163319, China
*Corresponding Author :zhsht139@163.com

Abstract

This paper takes college students in some domestic universities as survey objects, investigates college students’ English fragmented learning cognition, learning characteristics, and learning effects. It also analyzes the influencing factors of college students’ English fragmented learning, and puts forward the guidance and teaching strategies, in order to explore how college students can use fragmented learning in the era of information technology to effectively optimize the learning experience.

Keywords

Fragmented English learning, empirical analysis, teaching strategies

Cite This Paper

Shutao Zhou. An Empirical Study of College Students’ Fragmented English Learning. Academic Journal of Humanities & Social Sciences (2020) Vol. 3, Issue 3: 90-98. https://doi.org/10.25236/AJHSS.2020.030312.

References

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