Volume 2 Issue 4 (2015-08-31)

Volume 2 Issue 3 (2015-06-30)

Volume 2 Issues 1&2 (2015-04-30)

Volume 1 Issues 5&6 (2014-12-31)

Volume 1 Issues 3&4 (2014-08-31)

Volume 1 Issue 2 (2014-04-30)

Volume 1 Issue 1 (2014-02-28)

Journal: China-US Education

Volume 2 Issues 1&2 (2015-04)

Article 1:
On Attribution in English Learning of Non-English Majors – A Case Study of a University in Middle China
Wuhan Institute of Technology, China

Attribution theory is a psychological theory involving with the perception of inference and explanation of one’s own behavior and that of others. It has drawn much attention in English language learning and teaching. Using a questionnaire and interviews, this study examines the attribution tendency of the non-English majors in a science and engineering university in China and explores the correlation between attribution factors and their English proficiency. Important implications are discussed.

Article 2:
Examining Chinese College Non-English Majors’ Extracurricular English Reading
Wuhan Institute of Technology, China
Wuhan Institute of Technology, China

Chinese College non-English majors’ in-class reading time is limited, and extracurricular English reading should be an important complement for their English reading. Using a questionnaire this study investigated the situation of non-English majors’ extracurricular English reading. The participants were 130 non-English majors studying at a Chinese university. The results showed that 51.22% of the participants agreed that, by doing extracurricular English, their ability of expressing ideas in English was improved. However, only 21.95% of the participants were interested in extracurricular English reading and 84.55% of them spent less than one hour per day in doing it. Suggestions for improvement are proposed.

Article 3:
A Study on Anxiety in English Learning of Higher Vocational Students
Wuhan Institute of Technology, China

Currently higher vocational students have become a large part of college students in China. However, most of these students are poor in English and lack of interests in learning English. Based on English learning anxiety research, this study investigated the current situation of higher vocational students’ anxiety and the correlation between anxiety and achievement in English learning. The results show that many students experience anxiety in the process of their English learning, but there is no significant differences between the male and female students. Further, a negative correlation was found between communication apprehension, fear of negative evaluation, test anxiety and students’ achievement. Implications are discussed.

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