Abstract:

As microlectures prevail in higher education pedagogy, teacher-centered lecturing, the dominated teaching style at Chinese universities, is facing enormous challenges. Some Chinese lecturers have begun exploring how to use microlectures in their own programmes in order to improve their teaching performance and students’ learning outcome. However, currently, the teaching practice of using microlectures in college English classes seems to be still at a trial stage, which creates much space for our further investigation into its teaching effects. This paper describes a qualitative study conducted at South University of Science and Technology of China, which seeks to explore undergraduates’ learning outcome achieved by incerting English reading skill microlectures into the College English Reading Class. After an analysis of 34 1st-year undergraduates’ reading feedback self-reports, the findings show that this teaching method can improve students’ English learning awareness and English language proficiency.