School of Languages and Cultures, Shanghai University of Political Science and Law, Shanghai 201701, China
After entering the workplace, Chinese students still face the need of English learning. They often need to read a large number of electronic or written English texts in their work, and these reading materials are quite different from the textbooks they come into contact with when they study English on campus. Therefore, they must adopt different ways and use different reading strategies to read these materials, so as to understand the materials and solve problems focus on purpose. In the 21st century, with the continuous development of network technology, a large number of electronic texts from the Internet have begun to be used in classroom teaching by English teachers in various countries. This study uses the multimedia and network teaching conditions of an adult university in Shanghai to carry out teaching experiments, trying to find out the use of reading strategies of Chinese Adult English learners in the network inquiry reading environment, and tries to provide useful enlightenment for improving their English reading ability.
Application, Web-quest Mode, Graduation Thesis Teaching
Ganlin Xia. On the Application of Web-quest Mode in English Graduation Thesis Teaching. Frontiers in Educational Research (2020) Vol. 3 Issue 12: 94-103. https://doi.org/10.25236/FER.2020.031212.
 Dodge, B. (1998). WebQuests: A Strategy for Scaffolding Higher Level Learning. http: //webquest.sdsu.edu/necc98.htm.
 Reinking, D., Labbo, L., & McKenna. (1997). Navigating the changing landscape of literacy: Current theory and research in computer-based reading and writing [A]. In J. Flood, S. B. 53 Heath, & D. Lapp (Eds.) Handbook of research on teaching literacy through the communicative and visual arts. A project of the International Reading Association [C]. NY: Simon & Schuster Macmillan, 77-92.
 Coiro, J. (2003). Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56 (5). http://www.readingonline.
 Brunner, C, & Tally, W (1999). The new media of literacy handbook: An educator's guide for brings new technology into the classroom [M]. New York: Anchor Books.
 Downes, T., & Fatouros, C. (1995). Learning in an electronic world: Computers and the language arts classroom. Portsmouth, NH: Heinemann.
 Goldstone, B.P. (2001). What’s up with our books? Changing picture book codes and teaching implications [J]. The Reading Teacher, 55 (4): 362–370.
 Delany, P., & Landow, G.P. (Eds.). (1991). Hypermedia and literary studies. Cambridge, MA: MIT Press.
 Eagleton, M.B., & Guinee, K. (2002). Strategies for supporting student Internet inquiry [J]. New England Reading Association Journal, 38 (2): 39-47.
 Robb, L. (2000). Teaching reading in the middle school. New York: Scholastic.
 Solomon, G. (2002). Digital equity: It's not just about access anymore. Technology and Learning, 22 (9): 18–26.
 Leu, D.J., Jr. (1996). Sarah's secret: Social aspects of literacy and learning in a digital information age. The Reading Teacher, 50 (2): 162–165.
 Leu, D.J., Jr., & Kinzer, C.K. (2000). The convergence of literacy instruction with networked technologies for information and communication. Reading Research Quarterly, 35 (1): 108–127.
 Dodge, B. (1997). Some Thoughts about WebQuests [DB/OL]. http://webquest. sdsu.edu/about_ webquests.html.
 Dodge, B. A. (2002). Rubric for Evaluating WebQuests [DB/OL]. http:// webquest.sdsu.edu/ webquestrubric. html.
 Starr, L. Creating a WebQuest: It's Easier than You Think [DB/OL]! http:// www.education world.com/a_tech/tech/tech011.shtml, 2002.