Output-driven Foreign Language Teaching for EFL College Students Based on Blended Learning

DOI

10.2991/icadce-16.2016.381How to use a DOI?

Keywords

output-driven hypothesis; college English teaching; blended learning; micro-course

Abstract

This paper discussed the output-driven teaching of college English courses with the blended learning model. First it introduced the output-driven hypothesis and then it discussed how the output-driven approach could be realized in a blended learning environment. It suggested that the teachers should carefully design the output-driven teaching activities and after-class tasks to make full use of classroom teaching and online learning, and that the teachers should cultivate students' autonomous learning ability and self-supervision awareness in online learning. It also suggested that the online learning and classroom teaching should become an integrated process. Finally it suggested that the teachers should always improve themselves to catch up with the new times.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xian Tang
PY  - 2016/05
DA  - 2016/05
TI  - Output-driven Foreign Language Teaching for EFL College Students Based on Blended Learning
BT  - Proceedings of the 2016 International Conference on Arts, Design and Contemporary Education
PB  - Atlantis Press
SP  - 1552
EP  - 1556
SN  - 2352-5398
UR  - https://doi.org/10.2991/icadce-16.2016.381
DO  - 10.2991/icadce-16.2016.381
ID  - Tang2016/05
ER  -