3.2 Research Subjects....................................15
Chapter Four Results and Discussion........................... 28
4.1 Results and Discussion of the Questionnaires............................. 28
4.2 Results and Discussion of the Test..................................31
Chapter Five Conclusion..........................................40
5.1 Major Findings of the Study.................................... 40
5.2 Limitations of the Study......................................41
Chapter Four Results and Discussion
4.1 Results and Discussion of the Questionnaires
Chapter Four mainly contains the research results and data analysis. Through theinterview and listening appraisal, the writer describes the efficiency of micro-videoteaching resources. Besides, the writer analyzes and explores an efficient Englishlistening teaching mode. With the data collection and data analysis, the researchresults are scientific. They contribute to the application of micro-video teachingresources to English listening teaching in middle schools.
At the beginning of the study, 102 questionnaires were given to students in boththe control and experimental classes. The pre-test questionnaire is similar to thepost-test questionnaire. The main purpose is to test the second hypothesis: microvideos can enhance students' interest in learning. To a certain extent, the questionnairetest also helps researchers to recognize the problems and difficulties existing instudents' listening learning, find out students' needs, and better carry out listeningteaching.
Before issuing the questionnaire, the reliability and validity of the questionnairesurvey should be checked to test the relevance and credibility of the questions in thequestionnaire. According to the analysis data, it is shown as follows:
Chapter Five Conclusion
5.1 Major Findings of the Study
Based on micro-learning theory and audiovisual theory, this study collectedrelevant data of micro-video at home and abroad. It can be seen that micro-video hasresearch value and practical significance. Then combined with the actual teachingexperience, this paper discusses the influence of micro-video teaching resources onmiddle school English teaching. Through research, the author has proved thatmicro-video has a positive and significant impact on students' listening level. After theapplication of micro-video teaching resources in middle school English listeningteaching, students' listening ability has been improved to a certain extent. The essenceof this paper is to discuss how to ensure the reasonable and efficient use ofmicro-video. The author selects the Section A in unit 6 of "I'm going to StudyComputer Science" in the first volume of the eighth grade English textbook of PepEdition. The main content of the study is two sentence patterns, including "What doyou ant to be when you grow up?" And "How are you going to do that?". Throughteaching cases, this paper analyzes the teaching effect of micro-video in Englishlistening teaching. Finally, the author comes to some basic conclusions. On the onehand, the use of micro-video can stimulate students' interest in learning English. Makethe boring listening teaching visualized, improve the efficiency of the class. On theother hand, appropriate micro video can also help to learn language knowledge pointsand preview. Most students hope to learn English by watching micro-videos, somicro-videos as classroom teaching resources are a popular means of Englishlistening teaching. Based on these findings, the authors attempt to explore a simplemode of applying micro-video teaching resources to English teaching by combiningtraditional listening teaching mode. Teachers can not completely get rid of the traditional English listening teaching mode, in order to ensure the effectiveness ofmiddle school English listening teaching. The innovation of this research is mainlyreflected in the following three aspects: first, it adapts to the development trend ofminiaturizatio
