小朋友 發問時間: 社會與文化語言 · 1 0 年前

關於英文論文..請幫我英翻英(以同樣的意思、不同的文字寫出)

(這是下..)拜託嚕..

The results of this study showed that the use of auditory multi-media tool significantly improved students\' English oral expression ability. However, frequency difference in making practice telephone calls did not cause significant difference in the improvement of English oral expression ability. In addition, there was no significant difference between English learning attitude before and after the experiment in the experimental group. The researcher in the study analyzed the data based on the students\' telephone calls, the results of students\' learning attitude questionnaire, and their learning situation in the classrooms and was attempting to explore the possible reasons for the results of the learning attitude. The study also discusses pedagogical implications that were drawn from the findings this study for teaching practice in children\'s EFL classroom.

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  • 1 0 年前
    最佳解答

    The results of this study indicated that the application of auditory multi-media equipment immensely ameliorated students' English speaking fluency. Be that as it may, frequency difference in making practice telephone calls did not culminate in crucial differentiation in the advancement of English oral skills. On top of that, there was no significant difference betwixt English learning attitude before and after the conduct in the experimental group. The researcher in the study analyzed the data on the basis of the students' telephone calls, the outcome of students' learning attitude questionnaire, and their learning environment in the classrooms and was endeavoring to explore the possible cause of the results of the learning attitude. The study also discusses pedagogical implications which were drawn from the findings this study for pedagogic practice in children's EFL classroom.

    參考資料: He who passed the High-Intermediate Level of GEPT
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  • 妤庭
    Lv 5
    1 0 年前

    候選編號 002

    回答的不錯

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  • 這項研究的結果表示, 對聽覺多媒體工具的用途極大改進了學生的英國口頭表示能力。 但是, 在做上實踐電話的頻率區別沒有導致重大區別在英國口頭表示能力的改善。 另外, 沒有重大區別在英國學習的態度之間在實驗前後在實驗性小組。 研究員在研究中分析了資料根據學生的電話、學生的學習的態度查詢表的結果, 和他們學習的情況在教室和試圖探索學習的態度的結果的可能的原因。 研究並且談論得出從研究結果這項研究為教的實踐對於兒童EFL 教室的師範涵義。

    參考資料: 123
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