網(wǎng)絡(luò)輔助的基礎(chǔ)英語口語訓練的實證研究——高職海船輪機專業(yè)學生個案研究的中期報告AbstractWiththewidespreaduseoftheinternetineducation,onlinelanguagelearninghasbecomeincreasinglypopularamongstudents.However,therearestillquestionsabouttheeffectivenessofonlinelanguagelearningandhowitcanbenefitstudents.ThisstudyaimstoinvestigatetheeffectivenessofonlineEnglishoraltrainingforvocationalcollegemarineengineeringstudents.Thismid-termreportpresentsthebackgroundofthestudy,theresearchquestions,thetheoreticalframework,theresearchdesign,andthefindingsbasedonthedatacollectedfromthecasestudy.Keywords:onlinelanguagelearning,Englishoraltraining,vocationalcollege,marineengineering,casestudyIntroductionEnglishhasbecomethemostimportantlanguageintheworldandiswidelyusedinvariousfields.Vocationalcollegestudents,especiallythosemajoringinmarineengineering,needtomasterEnglishasitisthelanguageusedintheinternationalmaritimeindustry.However,mostvocationalcollegestudentshavelimitedEnglishproficiencyduetotheireducationalbackground,learningenvironmentandalackofopportunitiestopracticespeakingEnglish.Therefore,itisnecessarytoprovidethemwitheffectiveEnglishoraltraining.Withtherapiddevelopmentoftheinternet,onlinelanguagelearninghasbecomeapopularwayforbothteachersandstudentstoimprovetheirlanguageproficiency.Onlinelanguagelearningisconvenient,flexible,andcanbepersonalizedtomeettheneedsofindividualstudents.However,theeffectivenessofonlinelanguagelearningisstilldebatedintheliterature,andstudieshavefounddifferentresultsregardingitseffectiveness.Therefore,thisstudyaimstoinvestigatetheeffectivenessofonlineEnglishoraltrainingforvocationalcollegemarineengineeringstudents.Byconductingacasestudy,thisresearchwillexplorethefollowingresearchquestions:1.WhataretheadvantagesanddisadvantagesofusingonlinelanguagelearningforEnglishoraltrainingamongvocationalcollegemarineengineeringstudents?2.TowhatextentdoesonlinelanguagelearningimprovetheEnglishoralproficiencyofvocationalcollegemarineengineeringstudents?TheoreticalFrameworkThetheoreticalframeworkofthisstudyisbasedontheprinciplesoflanguagelearningandonlinelearning.Theprinciplesoflanguagelearningprovideatheoreticalfoundationforunderstandinghowstudentslearnasecondlanguage.AccordingtoKrashen'sInputHypothesisandSwain'sOutputHypothesis,languageacquisitionoccurswhenstudentsareexposedtocomprehensibleinputandhaveopportunitiestoproduceoutputinthetargetlanguage(Krashen,1982;Swain,1995).Inaddition,theprinciplesofonlinelearning,includingsocialconstructivisttheoryandthecommunityofinquirymodel,emphasizetheimportanceofinteraction,collaboration,andreflectioninonlinelearning(Garrisonetal.,2000;Siemens,2004).ResearchDesignThisresearchadoptsacasestudydesigntoinvestigatetheeffectivenessofonlineEnglishoraltrainingforvocationalcollegemarineengineeringstudents.Thecasestudyapproachallowsadetailedexaminationofaparticularphenomenonwithinitsreal-lifecontext(Yin,2014).ThecaseselectedforthisstudyisagroupofmarineengineeringstudentsfromavocationalcollegeinChinawhoparticipatedinanonlineEnglishoraltrainingprogram.Thedatacollectionmethodsincludepre-andpost-trainingsurveys,interviews,observations,andstudentworksamples.FindingsBasedonthedatacollectedfromthecasestudy,thefollowingpreliminaryfindingshavebeenidentified:1.TheadvantagesofusingonlinelanguagelearningforEnglishoraltrainingamongvocationalcollegemarineengineeringstudentsincludeconvenience,flexibility,self-pacedlearning,andimmediatefeedback.Thedisadvantagesincludelackofinteraction,limitedspeakingpractice,andtechnicalissues.2.TheonlineEnglishoraltrainingprogramhasimprovedthestudents'Englishoralproficiencytosomeextent,asreflectedintheirpre-andpost-trainingtestscoresandtheirself-reportedperceptionsoftheiroralproficiency.ConclusionThismid-termreporthaspresentedthebackground,researchquestions,theoreticalframework,researchdesign,andpreliminaryfindingsofthestudy.TheresearchaimstoinvestigatetheeffectivenessofonlineEnglishoraltrainingforvocationalcollegemarineengineeringstudents.ThefindingssuggestthatonlineEnglishoraltrainingcanbeeffectiveinimprovingtheEnglishoralp