Integrating Internet-Based Language Laboratory in Teaching Intensive Reading at Non-English-Majored-Graduate Level

Abstract

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching intensive reading to first-year non-English-majored graduate students from Yangtze University. Subjects in this study consisted of 58 non-English-majored graduate students in the control group (CG) and 58 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher-dominated approach for CG, internet- based language laboratory English instruction method for EG did a better job in enhancing stu- dents’ productive skills; 2) there were significant differences between males in CG and EG, and females in CG and EG.