Frontiers in Educational Research, 2020, 3(4); doi: 10.25236/FER.2020.030425.
Yan Song1,*, Ruiyi Zhu2,*, Hongxi Wang1, Libin Xiong1
1 College of Foreign Languages, Shandong University of Science and Technology, Qingdao 266590, China
2 College of Communication Engineering, Jilin University, Changchun 130022, China.
*Corresponding Author
Recently, online teaching has been pushed to the forefront of education, and the major teaching platforms in China are facing unprecedented challenges and pressures. While some platforms cannot fully meet the surge in teaching needs, Tencent QQ Chat software, with its rich and powerful functions, can be used as a complimentary measure to organize online teaching, easily and fluently. Based on factual teaching practice in the course of Advanced English, this paper introduces how to use QQ to efficiently organize online teaching.
Online teaching; Tencent QQ chat; Advanced english
Yan Song, Ruiyi Zhu, Hongxi Wang, Libin Xiong. Online Teaching of Advanced English with Tencent QQ Chat. Frontiers in Educational Research (2020) Vol. 3 Issue 4: 99-104. https://doi.org/10.25236/FER.2020.030425.
[1] Abeywardena I S (2013). OERScout technology framework: a novel approach to open educational resources search. International Review of Research in Open & Distance Learning, vol.14, no.4, pp.214-237.
[2] Beltrán C, Rubén (2014). Massive online open courses and language learning: the case for a beginners’ English course. Procedia - Social and Behavioral Sciences, vol.141, pp.242-246.
[3] Cao, et al (2015). Status Quo of Computer-assisted ELT in Basic Education in China. Technology Enhanced Foreign Language Education, no.3, pp.41-46.
[4] Clarà M, Barberà E (2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, vol.34, no.1, pp.129-136.
[5] Cowan P (2013). A Connectivist Perspective of the Transition from Face-to-Face to Online Teaching in Higher Education. International Journal of Emerging Technologies in Learning, vol.8, no.1, pp.10-19.
[6] Guo F (2017). A study of the effectiveness of learning English with WeChat. Educational Modernization, vol.46, no.4, pp.226-228.
[7] Guo X (2016). Action research on college English writing based on information technology from the perspective of MOOCs. English Language Teaching, vol.9, no.11, pp.48
[8] Hu M Q (2020). Online Teaching Emergency Manual for University Teachers. MyCOS Official Account, no.2, pp.19-20.
[9] Jiang D C, Wang M Y (2015). Research on the Current Situation and Development Strategy of Online Education in China. E-Business, no.9, pp.68-69.
[10] Mita Y, Kawahara Y (2017). 15-year educational experience on autonomous electronic information devices by flipped classroom and try-by-yourself methods. IET Circuits, Devices & Systems, vol.11, no.4, pp. 321-329.
[11] Sevilla-Pavón A (2016). Affordances of telecollaboration tools for english for specific purposes online learning. World Journal on Educational Technology Current, vol.8, no.3, pp.29-30.
[12] Wang, C. X. (2019). Developing mixed teaching of online and offline under the background of Internet education. Education Modernization, no.44, pp.68-69.
[13] Wang H (2020). How to Guarantee Online Teaching Quality. MyCOS Official Account.
[14] Wu Y, et al (2019). Smart Classroom Teaching Mode of “Computer-Aided Design” Supported by Screen Video Courseware and QQ Group. Think Tank Era, no.52, pp.236-237.
[15] Yang D, Wen M, Kumar A, et al (2014). Towards an integration of text and graph clustering methods as a lens for studying social interaction in MOOCs. International Review of Research in Open & Distance Learning, vol.15, no.5, pp. 214-234.
[16] Zhao H F (2018). On the Use of QQ and WeChat in Chinese Tertiary EFL Teaching. DEStech Transactions on Social Science, Education and Human Science.