The network's assistance to the English reading teaching model for non-major students at Dong Nai University: Master of TESOL

Abstract

With the rapid expansion of the internet, network-assisted language teaching has integrated into second language instruction, demonstrating its boundless potential. Numerous scholars, both domestically and internationally, have actively explored and experimented with network assistance English reading teaching, particularly in university English reading instruction, achieving notable research outcomes. However, there is a paucity of studies focused on network assistance reading instruction for non English major students in universities. Consequently, this research holds significant relevance and necessity. To theoretically substantiate the feasibility of network-assisted instruction for non-English major reading at the university level, the author first introduces relevant theoretical foundations, including social constructivism theory, autonomous learning theory, and network-assisted learning. The article also examines previous pertinent research on network-assisted English teaching and related reading theories. These related theories and studies provide a robust theoretical basis for this experimental study. The primary objective of the experiment is to verify the effectiveness of the network assistance autonomous learning method in teaching English reading to non English major students. This paper revolves around the three research questions. The author presents an experimental study on the application of a network assistance autonomous learning model for non-English major reading instruction. This experiment involved 68 non-English major students as research subjects. Through qualitative and quantitative analysis, the results demonstrate that the introduction of network assistance independent learning in university English reading teaching can enhance students’ English reading proficiency and their independent learning abilities. The research findings also indicate that most students hold a positive attitude toward the application of this novel teaching methodology