Exploration of the Requirements of College English Follow-Up Teaching Courses Through Mobile Web Application

Abstract

The purpose is to analyze the implementation status and students' requirements of English follow-up teaching courses in universities and provide a basis for improving the quality of English teaching in universities. Here, a detailed analysis is conducted for college students and their FL (Foreign Language) requirements through basic theories and RA (Requirements Analysis) model. Then, the implementation status of college English follow-up courses is analyzed, including its advantages and disadvantages. A total of 150 English majors and 150 non-English majors (international economy and trade) in Xi'an International Studies University are selected as subjects. Afterward, 300 QSs (Questionnaire Survey) are distributed, and 280 valid QSs are collected. The data are analyzed with STAT (Statistical) SW (Software). The results show that both English majors and international economic and trade majors prefer the original English textbooks over school-teachers-written textbooks, and students love humorous teachers more. Students from both majors like the curriculum arrangement of integration of English skills, intercultural knowledge, and humanistic literacy the best. Meanwhile, the requirement of English majors is stronger for the integrated curriculum. The teaching mode and teaching assessment method of English majors are quite different from those of international economic and trade majors. English majors are more inclined to combine online teaching, classroom teaching, and thematic lectures, while classroom teaching is the last thing they want. At the same time, they assess English follow-up teaching through curriculum papers rather than examinations. It shows that different majors have different requirements for follow-up teaching courses. Universities provide a customized and localized follow-up teaching mechanism for students.