The Application of a Mixed Teaching Model to the Academic English Teaching for Graduate Students at Inner Mongolia University

Abstract

This paper explores the application of a mixed teaching model of Task-Based Learning (TBL), Collaborative-Inquiry Model (CIM) and MOOCs to the academic English teaching for graduate students at Inner Mongolia University, China. Teaching tasks of eight units are assigned for students to learn through the online course on MOOC in advance. Graduate students are grouped to work and cooperate with one another to complete the presentations of their learning results. A five-year teaching practice indicates that 1) graduate students appear more active in class than students taught in traditional class; 2) the writing quality of abstracts is greatly improved through the cooperative learning pattern; 3) students show more satisfaction for the course than ever before regarding the teacher’s help for their academic activities. The application of the new teaching model has not only benefited the Inner Mongolia University (IMU) students, but also set up a pioneering example in teaching reform for graduate students and provided valuable experiences for other universities in ethnic areas.