An example of designing learning module in power point

SKILLS FOR ENGLISH READING 1
Skills for English Reading: A Multimedia Tutorial
Sirui Wang
Department of Technology Education
University of Southern Mississippi

Abstract
This Skills for English Reading Multimedia Tutorial aims at providing skills that is beneficial in
promoting English learning for Chinese English learners. In this final report, with needs
assessment and learner analysis, course maps have been developed based on the instructional
strategies. English reading ability should be improved by application of those skills during
reading process. By introducing and practicing English reading skills through this tutorial, users
can build their sense of English reading, and then develop their more skillful reading abilities.
Improved English reading ability could set a foundation for users to learn English better. If these
skills could be used for future reading, users can speed up his/ her reading and acquire a better
comprehension of the general ideas of the text, and have more fun in English reading.
Key Words: multimedia tutorial, English reading and learning, Chinese, assessment,
strategies

Introduction
Being a widely used foreign language, English has obtained much more attention than any
other foreign language and become a global language, because of English cultures’ great
expanding in years and English countries strong economic power, according to New York Times
(2007, ¶5). English reading is a very important part for learning the English language because
reading comprehension skills can help individuals identifies words, phrases, and
spelling/grammar rules necessary for English writing and speaking. In fact, diverse levels of
population have shown a strong need for learning English because the language has become a
universal form of communication internationally. This Skills for English Reading Multimedia
Tutorial aims at providing skills for users to improve their English reading ability that is
beneficial in promoting English learning for Chinese English language learners, who are the
largest population of English learning all over the world. The multimedia tutorial teaches English
language learners by describing Types of reading which helps to clarify the basic two different
reading models, the module on Importance of Reading which tells users the relationships
between English reading and the other aspects of English learning, the module on Grammar
Requirement which is the basis of English reading and which aims at spreading basic and simple
grammatical rules for perfect English reading, the module of Social connection which is
responsible for providing relative background information for English reading, and the module
of Skills for reading which aims at improving English reading based on other modules in this
tutorial, and helping speed up English reading and teach a higher qualified reading process.
This final report documents the instructional design process in designing and developing
the multimedia tutorial. The report consists mainly of six parts: needs assessment, goal/

performance objectives, learner analysis, course maps, instructional strategies, and assessment
strategies. Needs assessment overviewed and analyzed the necessity of developing a tutorial of
English reading abilities, based on data from test, survey and interview instruments;
Goal/performance objectives set up the overall goals of this multimedia tutorial and the
performance objectives for each module in this tutorial; Based on targeted users’ professional
background and their previous performance in English, Learner analysis proved users’ strong
desire for a multimedia tutorial for English reading and learning; Concept map was developed
for the entire tutorial, together with course maps and lesson maps, which not only described the
profile of this multimedia tutorial, but also instructed users what they should have in using the
tutorial; Nine Events Instruction in Instructional strategies individually described on how this
tutorial used each event to help users focus on the central points of learning, how to properly
read English text, and assist them in remembering details of each lesson/unit; Assessment
strategies illustrated two types of assessment models that have been used in this tutorial to
evaluate learning and provide users a method for self-assessment. All the six parts build up the
foundation of this multimedia tutorial Skills of English Reading.
Needs Assessment
Overview
English Reading is a very important part for learning English. Being a widely used foreign
language, English has obtained much more attention than any other foreign language. Actually,
“China has become the largest market for English teaching in the world… Chinese enthusiasm
for English learning is amazing," said Robert Diyanni to People’s Daily Online, while attending
the 2002 International Education Cooperation Week that opened on Sept. 25, an official with the
College Board of the United States (2002, ¶5 & 6). However, this enthusiasm of learning English

in China did not bring an optimistic result; learners’ English ability was not as substantial
improved as in imagination. The worst thing is that the more time learners spend on English
reading, the less success they achieve. Investigation data showed that even when learners spend a
large amount of time and money in learning English, they still cannot use English fluently,
especially English reading. This sharp comparison between consuming lots of time in learning
vocabulary and complicated sentence structure, and receiving little improvement in the English
reading, calls for the necessity of application of skills for English reading.
Chinese learners periodically misunderstanding the context of written text and possess bad
language learning habits that are primary reasons that lead to the inefficient English learning,
especially for English reading. Poor studying habits include, “Bad grammar, speed and length of
speech at the expense of clarity and precision, and the unnecessary and incorrect usage of
complex vocabulary are all obvious bad habits, but the most fatal flaw is the aggressive
confidence that these schools instill in their students so that students are blind to their
weaknesses and deficiencies” (Jiang Xueqin, 2010, ¶7). This reflects that many schools or even
teachers in China only focus English learning on vocabulary and grammar. While at the same
time, many Chinese learners underestimate the important role of reading when studying foreign
languages as they value speaking skills over reading and writing. Some of them even treat
reading as a burden of language learning, and may refuse any practice in reading ability.
Actually, as an undividable part of language, English reading can far more help individuals
understand the meaning of words or grammatical structure in exams. Of course, vocabulary and
grammar are important for language learning, but they are not the only parts of studying
languages. To make great improvements and gain more progress in English reading and English
learning among Chinese learners, individuals need skills to help them grasp the gist of

paragraphs, to find certain information in articles, and to infer relations of information in long
passages.
With the intent of improving English reading ability for Chinese learners, this newly
designed Skills for English Reading CD-ROM tutorial provides users with specific skills in
enhancing English reading ability, and helps users to clarify the misunderstandings in English
learning and reading. With this tutorial, users could become more professional and efficient in
English reading, and gain more interest in English reading as a study subject. Besides
demonstrating the importance of English reading, this tutorial would also include basic skills and
relative information for English reading.
Needs Analysis
As stated in the overview of this part, reading ability is quite important for English
learning. In order to eliminate misunderstandings for English reading in China, and help those
English learners to have any possible improvements in learning English, this CD-ROM tutorial
becomes a necessity in improving English reading ability.
English has gained its worldwide popularity because of English cultures’ expanding and
English countries strong economic power, according to David Crystal (2007, ¶5), diverse levels
of population have shown different needs for learning English. Based on the aim and purpose of
this CD-ROM tutorial, the design team has reduced the target population to a few groups in this
needs assessment who seek to improve their English skills. The target population for this initial
needs assessment was divided into two groups to include English major students and non-
English major students, and had been limited to local college students in China who have the
basic grammatical knowledge of English and needed higher English level for future development.

In order to identify the “need” and to collect data from the selected target population, three
main instruments have been used: (a) test, (b) survey, and (c) interview questions. For the
questionnaires, slight differences are made because of the group’s different knowledge
backgrounds.
a) The test instrument is mainly responsible for assessing the group’s performance in
reading English, by providing three articles to read followed by five questions each (see
Appendix A). Questions are concentrated around the article content, referring to what,
which, who, and how question types. For English major students, the test level is equal to
TEM-4 (Test for English Major), and for non-English major students, test level is limited
to CET-4 (Certificate of English Test). The test also includes one passage from TOEFL
(Test of English as Foreign Language). This test instrument would provide real
supportive and persuasive data for needs analysis, judging by the percentage of correct
answers from the groups.
b) The anonymous survey instrument aims at collecting data of students’ attitudes towards
English reading and learning. There are a total of ten questions in the survey, which are
related to the purposes of the CD-ROM tutorial, the best and worse methods of learning
English reading, and student preferences for improving English reading ability (see
Appendix B). Paper-based survey instrument would be handed out to participants in each
group. Instructors would collect those paper-based surveys.
c) The face-to-face interview instrument (see Appendix C) is applied to collect information
such as students’ English reading desires and their attitudes about English learning
directly, which would help to compare their real performance before and after the study.
Also in the interview part, students would be asked questions about what they think are

the important strategies for improvement of reading ability. The interview would be
performed by groups; each group has three students chosen as participants, who represent
three different attitudes towards English reading: like English reading, don’t like English
reading, and neutral attitude. The data from interviews would be recorded as audio file
by recorders; students would know that their voice was recorded before they took part in
the interview by English instructors.
The data collected from the tests, surveys, and interview instruments show that
reformation in teaching and learning English reading is urgent, which could even influence the
whole language learning environment. Guided by questions like “your preference method of
learning English reading,” “your best way for practicing English reading ability,” etc., data
gathered from the survey and face-to-face interview instruments show that traditional English
reading teaching is no longer being welcomed by students, and a more interactive instruction
method is preferred. At the same time, real data collected by the test instrument should be proved
to support the need of improving English reading ability among college students in China, for
both English major students and non-English major students. For both groups, the test scores
should demonstrate the problems in grasping the general idea of passages, quickly searching for
specific details, and understanding relationships between paragraphs -- an indicator for skills in
reading comprehension.
Results
The study would take one academic year (two semesters) to ensure the best results; one
set of assessment is completed at the beginning of the academic year, and the other is at the end
of the year. By examining relative social connection knowledge, including academic
background, usage of English, etc., and personal preference methods for English reading and

learning, the results of using such a CD-ROM based tutorial are promising. The study of those
target populations has shown a consistent result in the two groups. Analysis performed on the
resultant data revealed the following information:
a) The application of a CD-ROM multimedia tutorial in English reading brings new blood
to traditional language teaching in class. Participants prefer to media than to boring
textbooks. Their existing computer operation ability improves their self-confidence in
using this multimedia tutorial.
b) Participants have confirmed that increasing background knowledge of reading could
speedy learners’ reading process, and help them grasp the idea of articles more quickly,
which would set up a bridge between language learning to the whole social environment
and at the same time release learners’ nerve in treating English reading with too much
burden.
c) Participants have expressed their strong interest in the multimedia teaching method. Most
of them would like to try media in language learning. Also, most of participants consider
having multimedia for English reading as innovative and they would like to have a try.
Skills in reading could help make learners treat language skillfully, and influence the two
points of information above for better English reading performance.
In a word, the participants have demonstrated their great interest in improvements of
English reading ability and indicated their strong desire to have a CD-ROM tutorial to help them
learn English better.
Rationale
The rationale for creating this CD-ROM tutorial is strictly practical and data-based. To
justify designing and developing a CD-ROM multimedia tutorial on the topic of improving

English reading ability, students’ real performance on English reading proved to be persuasive
after thorough instruction. Based on the test scores at the end of the needs assessment study,
students have all shown improvement in reading to different extents. The following describes
why a tutorial on the topic could help rectify the “instructional problem” discovered by the needs
analysis, and address how the CD-ROM format is the best medium used to deliver the
instruction.
a) For English major student’s side, analysis of test scores provides the data-based rationale
for designing a multimedia tutorial in English reading. 30% of students who have a good
performance in the test have used reading skills for the test; 90% of students improved
their reading scores after the two semesters, especially in the part of application of skills
in reading. In answering the question “what is the best method of instruction, among
“Web, textbook, CD-ROM,” most of students prefer to an interaction learning style, and
95% has mentioned, “Interactive media tutorial could arouse their learning interests.”
b) For non-English major student’s side, among the choices of instructional instrument,
“Web, textbook, CD-ROM,” 97% participants agree that the “CD-ROM tutorial could
serve as a good supplement for their practice in English reading.” For the test scores part,
60% students had a lower level performance in answering questions like, “explain strange
words according to context in the passage,” “according to your knowledge, to judge
author’s attitude,” or “judge the relations among several paragraphs in the whole
passage”; while, after following the CD-ROM multimedia tutorial for nearly a whole
year, this percentage has been lowered to only 20%.
A CD-ROM format is the best medium used to deliver instructions for improving English
reading ability. Several advantages of multimedia tutorial are obvious for users, compared to

other instructional formats. The digital medium could provide abundant, professional, and
interactive instruction for audiences, without using thick books or Internet access. According to
survey instrument, users prefer diverse learning methods. Graphics, video, and audio could be
inserted in a CD-ROM format tutorial, avoiding the “static” study with only textbooks, which is
just what users need. Besides, a CD-ROM format tutorial could be easily long-time kept with
less space required, which could guarantee periodic review. Data from survey and face-to-face
interview instruments show that traditional English reading teaching is no longer being
welcomed in the classroom, and students prefer instruction with more interactions. At the same
time, test instruments provide real data to support the need of improving English reading ability
among college students in China, both English major students and non-English major students.
Goals and Objectives
Goals
The goal of this Skills of English Reading tutorial is to provide skills for users to improve
their English reading ability that is beneficial in promoting English learning for Chinese English
learners. As discovered by the needs assessment, English reading ability should be improved by
the application of those skills during reading process. By introducing and practicing English
reading skills through this tutorial, users can build their sense of English reading, and then
develop their more skillful reading abilities, like speedy reading and inferred reading. Improved
English reading ability could set a foundation for users to learn English better. If these skills
could be used for future reading, users can speed up his/her reading and acquire a better
comprehension of the general ideas of the text, and have more fun in English reading. By
practicing the skills of Skimming and Scanning in English reading, which would be introduced in
this tutorial, users should gain the ability to grasp general information within a larger piece of

text such as a book chapter or a whole article. In addition, the user should also be able to extract
specific information for shorter texts and find the details of a specific context in newspaper,
notice, etc., such as time, place, name, or other information. With Inference skills, reading longer
paragraphs would be great fun, and at the same time, the acquired reading inference skills could
help users develop personal conclusions or judgments in reading. Step-by-step, the user can
improve his/her reading ability and obtain the advantage of learning English through this
multimedia CD-ROM tutorial.
Types of reading helps to clarify the basic two different reading models in the CD-ROM
tutorial. Based on the needs assessment, the module on Importance of Reading tells users the
relationships between English reading and the other aspects of English learning. The module on
Grammar Requirement is the basis of English reading, and it aims at spreading basic and simple
grammatical rules for perfect English reading. Social connection module is responsible for
providing relative background information for English reading (as is known to all, any reading
materials root in society, in which way, relative social information would be stimulus for better
English reading). The Skills for reading module aims at improving English reading based on
other modules in this tutorial, which helps speed up English reading and teach a higher qualified
reading process.
Performance Objectives
Each lesson in this tutorial presents background knowledge and practical instruction that
pertains to each skill of English reading. For instance, each task within the Skill module is
followed by a short task that the user is required to perform as a way to practice what he/she has
learned. This is accomplished by providing several paragraphs or passages, and the user must
select correct answers to meet the skills covered. The correct answers will follow each task for

users to assess and adjust for self-monitoring purposes. The tutorial checks the answers for
overall comprehension and accuracy, which guarantees that the user can perform the task
presented in each lesson before moving to new skill. At the end of each module, a quiz is
provided for testing the user’s recollection and application of all skills covered in modules. Users
must master each question in the quiz with 100% accuracy before proceeding to the next unit,
because questions are all fact-based, which means that answers to those questions could be
located directly in passages in the quizzes or contents in this tutorial. The following are
objectives that users must complete in the Module 5 entitled, Skills for Reading.
Lesson1- Skimming
Provided with a video introduction of skimming in reading at the very beginning of this
lesson, and then text instruction with graphics of the relationship between main ideas and details
in reading, this lesson explains what is skimming and how to use skimming in English reading.
Within this lesson, the English reading learners can:
1. gather the most important information in a text.
2. identify the main ideas of a text.
3. narrow down the probable location for relative information.
4. monitor and develop increased speed on reading.
5. develop a memory that will be used to recall the exact location on a page of a piece of
information.
Lesson2- Scanning
Provided with a video introduction of scanning in reading at the very beginning of this
lesson, and then text instruction of the differences between skimming and scanning in English

reading, this lesson explains what is scanning and how to use scanning in English reading.
Within this lesson, the English reading learners can:
1. recognize key words or ideas.
2. identify the specific details that is required or a particular piece of information.
3. summarize supporting points in each body paragraph.
4. compare old and new knowledge on a certain topic in order to create an opinion on that
topic.
Lesson3- Inference skills
Provided with a text explanation of what inference skills are, and examples of how to use
inference skills in English reading, the English reading learners can:
1. read between the lines and detect the unspoken hidden meanings.
2. answer questions about who, what, where, when, why, and how.
3. judge what impact this may have on the reader.
4. produce personal conclusions for a paragraph or text.
The Goal and Objective statements demonstrate the aims of the skills taught in this tutorial
for English reading. By introducing and practicing English reading skills through this tutorial,
users can build their sense of English reading, and then develop their more skillful reading
abilities. Each lesson in this tutorial presents background knowledge and practical instruction
that pertain to each skill of English reading. Also, text and video in lessons are provided to
attract users’ attention and accomplish the interactive objectives of the entire multimedia tutorial.
Learner Analysis

The CD-ROM tutorial, The Skills for English Reading, assists English learners who are
interested in learning new skills to better improve their performance in English reading.
Following instructions and examples in this tutorial should help learners fulfill their goals and
accomplish their tasks in English reading and learning. The application of skills in English
reading can help potential learners in China to improve greatly in English learning, and motivate
learners who require English skills to use a tutorial to gain more reading skills for their English
study in schools and colleges. The tutorial provides these individuals with a needed platform of
English learning who have the desire of making any progress in English reading and have the
chance to clarify the importance of reading and gain useful reading skills to improve English
learning ability. These skills set up the possibilities of expanding and promoting the learners’
language to a higher level as being applied by users in their future language learning.
Data shows that almost all English learners in China have a common interest and
motivation in improving their English abilities through using different methods and strategies,
and in fact, most of them have already tried different ways for learning English better. The
targeted population for this tutorial includes individuals attending Chinese colleges who are
studying English as a foreign language (EFL), including first-year English major students. The
learners do not have too much experience in special skills training for reading, like locating
specific details in seconds in a long paragraph or grasping the gist of an article by just reading
opening and ending sentences. At the same time, all of the targeted populations do have strong
interest in trying different methods for learning foreign languages. Also, in colleges, computer
courses that students are required to take include the basic operation of Windows system, the
introduction of Microsoft Office, and basic media playing application, which establish users’
multimedia background to operate this CD-ROM tutorial in computer. So, with a strong desire of

improving English reading ability and existing basic technology knowledge of these users, they
have the advantage in using a CD-ROM based tutorial to obtain the skills necessary to achieve
their English reading goals.
The target population range in age from 17 to 25, with the average age being 21. Sixty
percent of the population is male, while forty percent are female. Because the target populations
are college EFL (English as Foreign Languages) students, this background ensures that the
successful learners are literate and can comprehend learning of new information. Fifty percent of
the target population is English majors; while the other fifty percent are non-English majors.
Within the non-English major group, 30 percent of these students are from non-English liberal
arts majors, 30 percent are from science majors, and the rest 40 percent are in engineering
majors. All of the participants are eager to learn English better and apply skills in this tutorial to
English reading based on the results shown from the survey and interview instruments in the
needs assessment.
A learner analysis is conducted to understand more about the learners’ learning styles. The
results determine that most of the participants are active learners that prefer visual and audio
stimuli when learning new skills. The idea of learning from point-to-plane to develop reading
skills was what the majority of participants indicated they preferred. The learner analysis results
help to develop a tutorial that fit the needs of the learners. This CD-ROM tutorial accommodates
the indicated learning styles with multimedia, demonstrations of skills, and practice-based tasks
and quizzes. The progression goes through small steps that will build upon each other.
To understand the content and use this tutorial effectively, learners need to have a
background in basic computer literacy and relative computer operation experience. This is
revealed in the introduction of the tutorial. The targeted learners acquired this advantage through

the computer courses they took in college. The motivation factor for using this tutorial is to
develop skills for furthering the future success of a growing reading ability that may make
students employable in China or in other English-speaking countries.
This tutorial is a valuable method for the targeted audience in improving reading
efficiency, and is a demanded product for anyone who may be interested in developing his/her
reading ability. Research concludes that many English reading materials are demanding for non-
English speakers, which is often accompanied by heightened reading skills. This conclusion
shows that English learners in numerous fields face the same demand. Those demands of reading
skills include scanning and skimming that help rapid reading speed. Before acquiring a
systematic development of reading skills, most English learners normally use their common
sense to read and understand only the general meaning. Due to the multimedia presented in the
tutorial, this tutorial is not just limited to English majors, but is accessible to learners from other
majors and fields. In short, anyone who wants to improve his or her reading literacy of English
can do so with the assistance of this multimedia tutorial.
The product is primarily being designed for English learners who show an interest in
developing skills in English reading and wish to improve English learning. This targeted
population has access to a normal computer system with a CD-ROM drive, which includes sound
card, video card, monitor, speakers, Windows operating system, CD-ROM drive, simple text
editor, Web browser, and a printer for printing handouts. The Skills for English Reading tutorial
is compatible with different versions of Windows operating system from Windows XP to present
and MAC. In the running environment of this tutorial, help in using the tutorial could be obtained
by clicking on the Contact Me link on the homepage of tutorial. Normally, this CD-ROM

tutorial should be operated with CD-ROM driver on a Windows-based personal computer or a
MAC.
Curriculum Map
The curriculum maps on the following pages provide a general picture and structure of the
tutorial, The Skills for English Reading. The maps, including the unit maps and lesson maps,
show how the user will navigate through the tutorial as they review various topics. Different
colors have been selected to distinguish between each unit and individual lessons in the tutorial.
The Course Map shows the basic organization of this tutorial as a whole, which should includes
the units, glossary, and resources following the instruction page. There is a page called Menu in
the tutorial that presents all of the units’ buttons. Then, the Unit Map covers the topics that are
discussed in this tutorial. The Lesson Map demonstrates the contents that are included in each
lesson. Steps of how the user will proceed in the lessons are explained in the lesson maps as a
way to demonstrate what the user will be performing, reading, and reacting to.

Course Map
The Skills for
English Reading
Tutorial
Instruction
Modules
Quiz
Glossary
Contact me

Unit Map
Menu
Modules
Module1:
Typesof
Reading
Extensive
reading
Intensive
Reading
Quiz
Module2:
Importance of
EnglishReading
For Listening
For Writing
For Speaking
Quiz
Module3:
Grammar
Vocabulary
Grammar
Syntax
Quiz
Module4:
Social Connections
History
Culture
Other
Quiz
Module5:
Skillsfor
Reading
Skimming
Scanning
Inference Skills
SkillsQuiz

Lesson Map
Unit 5, Lesson 1: Skimming
Step 1:
Learninggoals
•Step 1 shows the firstpage ofLesson 1.There, you will seethelearning goals ofthis lesson. And at the bottomof
this page, PREand NEXTwilldirect youto go backlastunit or moveon tonext pageofthis lesson.
•Also, at theright top ofthis page, youwill have a buttoncalled"MENU", and byclicking onit youwill bedirected
back to the menu pageto re-selecttheunit that youwould liketo learn.
Step2:
Learning task
•Click on NEXTarrow button attheright bottom ofthefirst,slide andyou willmoveonto the learning tasks part of
this lesson.Skimming is theskills thatmainlybeing discussed inthis lesson, and tofulfill this skill,two other skills
should beincluded: Finding Key words and Beginning and Ending.All theseshould haverelativebuttons to be
directed to its content in this step.
Step 3:
Assignment and
Further Reading
•You will be asked toreadseveral articles to practiceyourreading skilllearned inthis lesson.
•Several links would begiven for further reading.
Step4:
Video
•In this part, there will bea video for helping students better understandtheskills. You canalso follow theinstruction
ofthe videos to recall what you have learned.
Step5:Quiz
•After finishing allthelearning contentabove, youwill cometo the Quiz part inLesson 1. A button"Quiz"willbe
there for clicking toenterquiz. Then, thepagewould bedirected totheQuiz.
Step 6:
Next Lesson
•Step 6 is thelast step ofLesson one. Thereshould bea button after theuser finishes theQuiz part,to ask"do you
want Next lesson"or "Be back toPrevious lesson again."
•This stepguarantees there-study ofeach lesson. Itis theuser's choiceto move onor re-studythecontent.

Unit5, Lesson 2: Scanning
Step1:
Learning
goals
•Step 1 shows the first pageof Lesson 2. You will view and read the learning
goals of this lesson. At the bottom of this page, the PRE and NEXT will direct
him/her to go back to the last unit or move on to next pageof this lesson.
•Also, at the right top of this page, you will have a button called "MENU," and
by clicking on it you will be directed back to the menu page to re-select the
unit that you would like to learn.
Step2:
Learningtask
•ClickonNEXT arrow buttonat the right bottomof the first. Youwill move
ontothe learningtaskspartof thislesson.Scanningisthe skillsthatare
mainlybeingdiscussedinthislesson,andtofulfill thisskill,twootherskills
shouldbe included:ContextinreadingandConjunctionwordsin
sentences.Allthese shouldhave relativebuttonstobe directedtoits
contentinthisstep.
Step 3:
Assignment
and Further
Reading
•You will be askedtoreadseveral articlestopractice yourreadingskill
learnedinthislesson.
•Several linkswouldbe givenforfurtherreading.
Step4:
Video
•In this part, there will be a video provided for better understanding the skills.
youcan alsofollow the instructionof the videostorecall whatyouhas
learned.
Step5:Quiz
•Afterfinishingall of the learningcontentabove,youwillcome tothe Quiz
part inLesson2. A button"Quiz"will be there forclickingtoenterquiz.
Then,the page wouldbe directedtothe Quiz.
Step6:
NextLesson
•Step 6 is the laststep of Lesson two. There should be a button after you finishes
the Quizpart, to ask "do you want Next lesson"or "Be back to Previous lesson
again."
•This step guarantees the re-study of each lesson.Itis the your choiceto move on or
re-study.

Unit 5, Lesson 3: Inference Skills
Step1:
Learning
goals
•Step 1 shows the first pageof Lesson 3. You will read the learning goals of this
lesson. At the bottom of this page, the PRE and NEXT will direct you to go back
last unit or move on to next page of this lesson.
•Also, at the right top of this page, you will have a button called "MENU," and
by clicking on it you will be directed back to the menu page to re-select the
unit that you would like to learn.
Step2:
Learningtask
•ClickonNEXT arrow buttonat the right bottomwill move youontothe
learningtaskspartof thislesson.Inference isthe skillsthatare mainly
beingdiscussedinthislesson,andtofulfill thisskill,twootherskillsshould
be included: BeginningandEndingandDetailshidinginparagraphs.All
these shouldhave relative buttonstobe directedtoitscontentinthisstep.
Step3:
Assignment
and Further
Reading
•You will be askedtoreadseveral articlestopractice yourreadingskills
learnedonthislesson.
•Several linkswouldbe givenforfurtherreading.
Step4:
Video
•Inthispart, there will be videoprovidedforbetterunderstandingof the
skills.Youcanalso follow the instructionsof the videstorecall whatyou
has learned.
Step5:
Quiz
•Afterfinishingall the learningcontentabove,youwill come tothe Quiz
part inLesson3. A button"Quiz"will be there forclickingtoenterthe quiz.
Then,the page wouldbe directedtothe Quiz.
Step 6:
Next Lesson
•Step 6 is the laststep of Lesson two. There should be a button after finishingthe
Quizpart, to ask "do you want Next lesson"or "Be back to Previous lesson again."
•This step guarantees the re-study of each lesson.Itis the your choiceto move on
or re-study.

Instructional Strategies
The Skills for English Reading Tutorial contains different types of learning strategies for
each unit to ensure that users can master all the content and skills presented in the tutorial. The
“Nine Events of Instruction – An Organization Model for Lesson Design” embeds very good
principles that can be used to “structure a multimedia tutorial that integrates the nine elements of
effective instruction.” These principles provide a model for which the units and lessons in the
tutorial follow that would improve language learning. Listed below is each event of instruction
along with a description on how this tutorial used each event to help users focus on the central
points of learning, how to properly read English text, and assist them in remembering details of
each lesson/unit.
Gaining Attention
The event of gaining attention explains how to focus users’ attention on certain learning
tasks through different ways like sounds, graphics, animations, quizzes/games, etc. If learners’
attention is not gained, learning may become off-task. This Skills of English Reading Tutorial
has adopted different kinds of methods to grab users’ attention. Color is one of the important
methods. As shown in the course map, different colors have been selected for each module and
each lesson under modules, which is also used to tell users which level they are on when using
the tutorial. Graphic buttons are used in the navigation bar to help users to understand where they
should move onto. For example, in the module of Skills, arrow buttons have been adopted to
show the direct of learning; left arrow represents back to previous slide, while right arrow means
to move on to next slide. In addition, highlighted terms and bold texts are used to emphasize key
concepts for users’ attention. Further, text message boxes are used to ensure that concepts being
presented in each unit and lesson are noticed. Sounds files have also been selected for gaining

users’ attention. For example, the home page contains music letting users know they could start
studying from this point. In the quiz, if the user answers questions correctly, there is the sound
of applause along with the statement of correct answer. If the answers are not correct, different
sounds would be played for helping learners re-think about the question. Videos are another
element for gaining users’ attention in this tutorial. For example, in module of Skills, videos have
been applied at the beginning of each lesson to arouse attention of thinking about what would be
included in the lesson.
Informing Learners of Objectives
Helping users clarify what they need to learn and what they could learn from this tutorial is
quite important, in that only clear learning goals can build users’ sense of what they could learn
and how far they could go. With this knowledge of direction, the users can proceed with
confidence in the learning process. The design of this tutorial is responsible to inform learners of
the performance objectives in the modules and lessons. On the Instruction page, which is under
Menu, there is an introduction for the entire tutorial telling learners how to use this tutorial, as
well as the general learning objectives of this instructional tutorial. Learning goals/objectives for
each that unit appear on the first slide of each module/ lesson are in text format with clear points,
which states what the users should obtain from the lesson/unit and what users need to know
before heading to next lesson/unit. Also, in the presentation of this tutorial, audio format
supplement instruction by demonstrating what should be included in each module/ lesson. This
Skill of English Reading Tutorial combines both teacher-centered and learner-centered
approaches, in which the learning objectives can directly TELL users what they need to master.
In addition, the navigation bar in each unit gives users the opportunity to choose certain
objectives they would like to further develop upon, bypassing others if they feel do not meet

their learning needs. The navigation menu also allows learners to select those lesson objectives
they want to pursue through the lesson buttons/links.
Recalling Prerequisite Learning
Recalling what has been learned prior to approaching new lessons/units guarantees a
learning foundation for the new information. According to the “Nine Events,” this principle
could also be teacher-centered and learner-centered combined. If users need to review prior
material for relative information, each unit/lesson has a button to navigate users back to last
lesson conveniently. Also, before moving to next lesson/unit, a quiz is given not only for
checking whether the information has been mastered, but also providing a platform for users to
consolidate previous knowledge with new information. The easy-to-use navigation buttons can
bring users to this quiz at the very beginning of a new module/lesson. This is the way that this
tutorial requires users to recall parts of previous lessons. For example, the whole module on
Skills discusses several common and necessary skills in English reading. When moving to
Scanning from Skimming, a quiz at the end of Skimming would force users to practice the
Skimming skills that are the prerequisite information for scanning. Besides, relative text
messages are also available to help recall information presented. For example, if the user misses
a question during the quiz, he/she is asked to read a message that instructs how to complete the
question. The user then can go back to the question and answers it correctly. Also, at the
beginning of the second skill for Scanning, there is a video provided for thinking about the
difference between skimming and scanning, which is also a way of recalling previous knowledge.
The links of key concepts that direct users to the glossary on each slide is another way to help
users review what they have learned and what they will learn. This combination of teacher-
centered and learner-centered approach safely guarantees the recalling of information.

Presenting Stimulus Material
Presenting stimulus material is the main event of the lesson’s instruction. The Skills of
English Reading Tutorial uses a combination of teacher-centered and learner-centered
approaches. In other words, the information can be told directly by the instructors as well as
discovered by users through guided discovery. Key terms are highlighted and hyperlinked to help
users understand important concepts within the tutorial. Instructional messages have been
included in each lesson and unit, by moving mouse over the bold text, notes would appear for a
more specific explanation, which could be repeated as many times as they need in order to
understand the information in the tutorial. Graphics and sound have also been added to the
tutorial to help users grasp key concepts. Different colors, as shown in the course map and
graphics, like arrows keys, show the user exactly where he/she would go to perform the step
being presented in the lesson. Sound is used to activate a sublime learning atmosphere and plays
the role of encouraging users to continue. For example, in the quiz, applause sound could be
triggered when selecting a correct choice, and smiling face would also show up as
encouragement.
Providing Learner Guidance
Learner guidance is provided to prompt the usage of effective learning strategies and to
assist users to take charge of their own learning process by employing learning strategies that
they already know. The Skills of English Reading Tutorial is equipped with easy navigation
features such as back, next, menu, glossary, and help buttons. These buttons with text on them
help users navigate throughout the tutorial and seek critical information. Different colors and
graphics have been applied to different functional buttons. For example, menu buttons are in
different color with directional buttons; arrow graphics have been chosen for directional usage in

lesson slides. To be more specific here, an Instruction button is available to the user if he/she gets
confused about how to operate the tutorial and where to look for information. A FAQ button is
located on each slide to show a list of frequently asked questions for users to look up for
troubleshooting purposes and general directions. The home menu button allows the user to
choose the unit he/she needs to recall. A glossary button (on the navigation bar) is also available
to users, which is a list of terms and concepts appeared in this tutorial, and to locate definitions
of new terminology being presented within each lesson/unit. Guidance is also used within the
tutorial to provide feedback to users. For example, if the user answers a question wrong during a
quiz, he/she is instructed to read the message and then go back to answer the question again.
Also, in the Gaining Attention event, sound files are used to play a similar role in the Providing
Guidance event. For example, in the quiz part, if the user answers questions correctly the sound
of applause along with the statement of a correct answer would show up; if the answers are not
correct, different sound would be played for making the users re-think about the question.
Eliciting Performance
Eliciting performance gives learners the opportunity to interact with the material being
presented and see if they are ready to proceed to the next part of the lesson or unit. For example,
at the end of Skills module, users are asked to complete a skill quiz. During the skill quiz, users
have to recall the points learned from the lesson by dragging the correct skill to the relative box,
instead of the traditional multiple-choice format. There would be a timer in this quiz to remind
users the remaining time for answering. Because skills of skimming and scanning are speedy
reading skills, a timer used in this way is necessary. Practice is essential in learning skills, and
requiring users to complete quizzes help them to apply the skills needed in real reading contexts.
Besides, during the tutorial users can go back to previous material by simply clicking on the

lesson’s button or menu button to locate lessons of interest. Also, when users mouse-over the
bold text in lessons/ modules, notes would show up automatically for users’ convenient
understanding.
Providing Feedback
The purpose of feedback is to give learners the opportunity to consider the appropriateness
of their responses during guided practice, and help learners assess their own progress from the
natural consequences of their actions. The user is required to complete a skill quiz at the end of
each lesson, as well as complete a comprehensive quiz at the end of tutorial. The user is assessed
on how much information he/she has gained from the lessons. In the quiz, the user is given
feedback on each question answered. If the user figures out the correct answer for each question,
a slide (or dialog box) appears with Correct and positive sound is played. If the answer is
incorrect, a message will give a hint related to the question as part of corrective feedback. All
feedback is intended to be positive and to help the user understand information he/she may not
have mastered, which is positive reinforcing feedback. And at the end of each quiz, there is a
feedback slide calculating the correct answer and incorrect answer made by users, together with
a counting of how many times users try the quiz.
Feedback should also be provided after users answer questions in the quiz as soon as
possible to help retention of information. If the user gets the question correct, positive sound
(like applause) can be heard as well as encouraging words with an explanation of why the answer
is correct. Corrective feedback is used in the tutorial if the user answers the question incorrectly.
A slide page (or dialogue box) appears with the words “One More Try,” along with an
explanation of why that answer is wrong. Another interesting feedback of this tutorial would be
structured this way: If the user does not answer at least 90% of the questions correctly the first

time, he/she is asked to go back through the lesson materials once more automatically.
Assessing Performance
Assessing performance formally assesses whether learners have achieved the lesson’s
objectives and is more summative in nature for they lead to grading and revision of instruction
later in the course of study. The assessment tools must be reliable and valid to ensure learning
effectiveness. The assessment for the tutorial actually takes place in the quiz parts as each
question is used to assess users’ mastery of information presented in lessons/units. If the correct
answer has been selected, then the tutorial would direct users to move forward to next question
and if the choice is incorrect, a short message (or dialog box) would be displayed with a hint
until the user answers the question correctly. At the end of each quiz, the user is shown how
many questions they have completed and how many questions are answered correctly. Then, the
user decides whether to review the lesson/module or move forward to the next lesson/module.
For the assessment of practice activities, this tutorial will record how many times users try the
quiz, and generate a report as users’ self-assessment.
Enhancing retention and transfer
Enhancing retention and transfer helps the learner apply new knowledge and skills to a
variety of real-life situations and future learning tasks. The information gained from the tutorial
will be useful in the real English reading context, even for all language learning. The skills
demonstrated in this tutorial are actually skills utilized for reading in general, and users could
apply those skills and information to other reading context. Moreover, information in this tutorial
is not confined to English reading only; it can contribute to other aspects of English learning, as
in the module of the Importance of English Reading, developing skills in English reading can
promote English writing, speaking, and listening. Users could be more familiar with English

through reading materials. Users are strongly encouraged to try their best to generalize their
leaning to new situations. At the end of the tutorial, a comprehensive quiz is designed for
applying all the skills and ideas conveyed by this tutorial for users’ self-testing, which serves as a
method for promoting retention and transfer of knowledge learned. Popular tested Web sites are
included for users to pursue further learning if needed.
Assessment Strategy
The purpose of the assessment for The Skills of English Reading Tutorial is to determine
the degree of students' mastery of skills and relative information, and to judge students' ability of
applying those skills and information to real language context. Two types of assessment models
have been used in this tutorial to evaluate learning and provide users a method for self-
assessment. These two methods include selected-response and constructed-response assessment.
Both models are used in The Skills of English Reading Tutorial in the form of multiple-choice
and open-ended questions.
Selected-response assessments model requires students to select from a set of choice
answers. Common examples are multiple-choice, matching, and true-false questions. Selected-
response model does not allow students to produce their own answers, but this form is easier to
score and an adequate number of questions can be asked to assess large amount of skills and
knowledge. Constructed-response assessments, on the other hand, are similar to performance
assessments that generally ask students to construct or supply an answer rather than “select” an
answer. Although this form is used more commonly in tutorials, selected-response limits users to
“think about the answer” and generate their own conclusions. Typical questions in constructed-
response are fill-in questions that have more than one answer, short answer/essays, portfolios,
projects, and self-assessment. These forms of assessments permit users to utilize their problem-

solving and critical thinking skills. In addition, constructed-response allows for users’ creativity.
The limitation of this model is the difficulty in scoring because this requires an outside evaluator.
For CD-ROM tutorials, most designers will require learners to perform both types of assessment.
Step One:
The purpose of the assessment for The Skills of English Reading tutorial is to determine the
degree of students' mastery of skills and relative information; and to judge students' ability of
applying those skills and information to real language context (contexts here are any kind of
articles, literatures, and any other written works in English).
Selected-response assessment model would be mainly responsible for the assessment of
The Skills of English Reading tutorial because of the multiple-choice quizzes integrated in this
tutorial. Selected-response assessment models require students to select from choice answers. In
this tutorial, multiple-choice is the major question format. Although this assessment model has
the disadvantage of preventing students to produce their own answers, the special characteristic
of language reading can use this disadvantage as strength. The solution is by adding a type of
multiple-choice questions known as main idea in the assessment, which is a way for users to re-
produce their own answers in response to multiple-choice questions.
Constructed-response assessment models are mainly responsible for users’ self-assessment
goal, FAQ, and the use of the glossary. Generally, this model asks students to construct or supply
an answer rather than “select” an answer. However, because of the characteristic of English
learning, multiple-choices would play the major role of assessment. In this tutorial, constructed-
response assessment model is not as obvious as selected-response assessment model, but it does
play its role. Users should follow their pace individually to decide which point or concept needs
to be reviewed during using the tutorial. For example, users can use Glossary in this tutorial to

check whether all the items listed have been understand and remember. And after each quiz,
there is a feedback slide, which calculating and counting the answers made by users, clear
number shown on the slide is a good way for users’ self-assessment.
Step Two:
Below are lists of the assessment strategies:
Instruction:
 FAQ button is on each slide to show a list of frequently asked questions for users to look
up;
 A glossary button (on the navigation bar) is also available to users, which is a list of
terms and concepts appeared in this tutorial to locate definitions of new terminology
being presented within each lesson/unit. For example, if the user answers a question
wrong during a quiz, he/she is instructed to read the message and then go back to
answer the question again.
Quiz:
In quizzes, if the user answers questions correctly, there is the sound of applause along with
the statement of correct answer; if the answers are not correct, different sound would be played
for re-thinking about the question.
Progress tracking:
 At the end of each lesson of a unit, a quiz would be given for progress tracking. This
method is similar to the assessment of Quizzes. If users select the right choice,
encouragement would appear such as the sound of applause or an image of smile; if
users need to re-chose, text hints for the answer would pop up and a different sound
would be played. In the assessment of progress tracking, quizzes also have the feedback

slides, which calculating and counting the answers made by users, clear number shown
on the slide is a good way for users’ self-assessment.
 Relative text messages are also available to play the role of progress tracking in the
instructional strategy of recalling prerequisite learning, which can help user recall
information presented. For example, if the user misses a question during the quiz, he/she
is asked to read a message that instructs him/her on how to complete the question. The
user then can go back to the question and answers it correctly. For example, Unit 5
discusses skills, when moving onto Lesson 2 of Unit 5, the quiz at the end of Lesson 1
would force users to practice with the skimming skill again, which is the prerequisite
information for Lesson 2.
Level restriction:
 The assessment of level restriction would be accomplished in this way. For example, in
Unit 5-Skills, there are three skills that have been illustrated in the unit. Skill two is
based on skill one, and skill three is based on the previous two skills. This is the way
that the multimedia tutorial maintains level restriction. Only with previous knowledge
can users move on with their progress in the tutorial.
 Also, on the first lesson of each unit, users find that the back button is unavailable for
previous slide because of this level restriction. Only click on the individual lessons/units
can users go back for review, which guarantees the knowledge level for further study.
Step Three:
Title:
Assessment Item Specification
Objective:

Three main reading skills in Unit 5 include skipping, scanning, and inference skills.
Assessment Form: Multiple-choices
Sample Item:
At the end of each skill lesson in this unit, a quiz is given. In the quiz, several short and easy
reading paragraphs would be there for reading, and each paragraph requires five multiple-choice
questions to be answered. Users should try their best to choose the MOST proper answer.
Sample of question:
✓ What is the name of the place holding the meeting?
✓ Who will be selected as the president of the company?
✓ How does Tom handle the problem?
✓ When should they submit the message?
✓ Judging from the context, what is the main idea of this paragraph?
Question Characteristics:
The type of assessment in Unit 5 is application. All the questions in this unit are multiple-
choices, and there is only one answer that is the MOST proper answer.
Questions for reading is not as easy to control as math questions; they should based on
people's different understanding of the conveyed context meaning. However, reading skills
illustrated in this unit are all fact-based, which means that reading comprehension with those
reading skills is just like reading facts. So, because of this, the answer could be fixed.
As stated in the Sample Item, the questions all focus on the what, who, how, when, and
main idea, which answers should have been stated in the passages explicitly. Applying skills like

skipping, scanning, and inference should help users find those fact-based answers quickly. That
is the most obvious characteristic of a correct response in the assessment.
Criteria:
For each lesson in this Unit 5, five short paragraphs or passages are given followed by five
questions for each lesson. There is also a comprehensive quiz based on the whole unit with ten
questions given at the end. Questions should include the entire fact-based questions like when,
what, who, where, and how. For the special criteria "main idea" question, there would be at least
one for each lesson quiz, and at least three for the comprehensive quiz.
Most of the questions are fact-based question, which means that the answers could be
found in passages. The mastery of those skills should be assessed by how many questions have
been answered correctly.
Also, there is another assessment besides the numbers of correct answers. Time is another
factor that needs to be considered. For each question, five minutes is the most time given for
answering. A skip of question would occur when the user over-uses the time allocated for each
question.
Computer Response:
Sound:
In the quiz, if the user answers questions correctly, there would be the sound of applause
along with the statement of correct answer; if the answers were not correct, different sound
would be played for re-thinking about the question.
Also for each quiz, there would be a sound for reminding users of the approaching time
allotted. If the allotted time expired, an alarm would be used for reminding.
Image:

At the same time, a positive answer would be followed by a smiling image on the same
slide; if a negative answer has been selected, an image with "try again" or "one more time,"
would encourage users to re-think and try again.
Text:
A statement of correct answer and relative explanation would show up together with the
sound of applause and the smile image. A statement of incorrect answer would show up with
hints of correct answer.

Appendix A: Sample of Test Instrument
Questions 21 to 25 are based on the following passage.
Knowledge may be acquired through conversation, watching television or traveling, but the
deepest and most consistent way is through reading. If we consider the literate population of the
world, we may concluded that a few spend their whole lives on academic reading; may read
something light for pleasure, a few dip into something more serious now and then; while very
many men, women and children never advance beyond the sports page of a newspaper, a fashion
article or a comic.
If you have learned to love books as a child, the reading habit will never desert you. But if
this has not been your good fortune, you tend to think of reading as a bore. A few, but very few,
come to the habit late in life. The circumstances which help to set a child on the path to the
literary adventure are: a life even barely above real poverty, so that there is scope in the family
for thoughts and activities not wholly devoted to the struggle for making a living; the availability
of free books either at home or in a public library; and the possession of a character both curious
and independent.
In order to desire to read one must be curious. A few children are able to keep this curiosity
and their mental independence alive despite the educational system of their country. But many
fail to do so either because of an over-strict system where what is most important is memory
work; or because of a careless and lazy one where even the basis disciplines of literacy are
ignored in the sacred name of free expression. It is a wonder that at least a few children survive
their schooling and emerge as people who can think, people who are open-minded and

knowledgeable.
Thus, various circumstances are not favorable for the reading habit. And we may add to this
the worldwide atmosphere of violence and anarchy, the New Dark Age in which we live today.
Many of us no longer have the peace of mind necessary to a quiet hour with a book. But it is
precisely because of our present troubles that we should read. How, otherwise, are we to
understand the nature of hatred, of cruelty, of power politics? How, otherwise, are we to take a
stand on the serious question of individual freedom and authority? How, otherwise, are we to
comprehend and perhaps solve these urgent problems that face us?
Ideally then, a school system should be one in which the love of learning, rather than the
acquisition of facts, is cultivated; one in which the spirit of enquiry is encouraged. Ideally, family
and governmental policy should be to see that we have a great number of books ---any books. A
person with a book is a real person alive on the earth; without a book he is a fool.
1. The main idea of the first paragraph is _______
A. the best way of gaining knowledge is through reading
B. there are several kinds of reading
C. there are many people who like to read sports page of a newspaper
D. knowledge is acquired through conversation
2. According to the author, ________ will help to se a child on the path to literature.
A. a life just below real poverty
B. the possibility of reading limited books
C. having a curious and independent character
D. none of them
3. Many children fail to keep their curiosity and mental independence alive because of ______
A. their parents’ influences

B. their carelessness and laziness
C. the educational system in their country
D. all of the above
4. The author thinks that people no longer have the peace of mind to read books because of
________
A. the present troubles
B. the atmosphere of our surroundings
C. the bad situations
D. all of the above
5. The information in the last paragraph is ________
A. we should have a lot of books
B. the family and the government should see that we have many, many book
C. we don’t need to read novels
D. none of the above

Appendix B: Sample Survey questionnaire
Class: Date:
1. What is your major?
2. Do you need English for your major study?
3. Can you tell the level of your English? (could use words like good, fair, or acceptable to
describe)
4. Will you read English articles, novels, or academic materials?
5. Do you think your English reading need to be improved?
6. If it needs improvement, can you tell which method you would prefer?
7. Are you satisfied with the English teaching in English class?
8. Can you tell the best and the worse part of learning English in class?
9. Have your English teacher emphasized the importance of English reading?
10. Any suggestion for English reading?

Appendix C: Interview Protocol
Study of the necessity of the improvement in English reading ability
for English Learners in China
Interview Team Method and Outcomes
Method: Observations, Interviews, and Focus Groups
Each group has two English instructors for the interview; each interview takes around 30
minutes.
Post-Interviews
1. Instructors debrief immediately after interviews
2. Identification (team) of main themes/observations from interviews
Outcomes
1. Instructors summarize all reports (integrating her/his own observations) individually by
group, and
2. Integrates all summaries and produces final report
Logistics
1. Instructors will notify college in the process
2. Selected instructors (instructors should avoid interview students in his/her own classes)
will communicate all relevant information with each other
A. Contact college to identify interviewee and arrange time and place
B. Contact students:
i. -Arrange interview time
ii. -Inform student about nature and number of instructor interviews

I. Group Interview
Introductory, open-ended questions
1. What comment you will give for your English learning over the last years?
2. As college students, what role did think English play in your study?
Specific areas for follow-up questions
The use of English reading
(Have you used English reading to solve your major problem? And if yes, can you tell how
the problem has been solved?)
Importance of English reading
(Have you thought about the importance of reading ability in your English learning?)
(Which aspect you think is the most important part for learning the language? Speaking,
Listening, Reading, and Writing)
Teaching method
(Can you describe a common English class you have before?)
(What comment you will have for the class?)
(Do you have tried other methods of learning English?)
Attitude towards multimedia
(To what degree you know about multimedia?)
(Do you have the experience of using multimedia in learning?)
(If multimedia was applied for your English reading, what do you think about it?)

References
Across cultures, English is the word. (2007). New York Times. Retrieved April 9, 2007, from
http://www.nytimes.com/2007/04/09/world/asia/09iht-englede.1.5198685.html
China Becomes Biggest Market for English Learning. (2002). People’s Daily Online. Retrieved
September 27, 2002, from
http://english.peopledaily.com.cn/200209/27/eng20020927_103980.shtml
Jiang, Xueqing, (2010). China’s English Learning Industry. The Diplomat. Retrieved October 1,
2010, from
http://the-diplomat.com/china-power/2010/10/01/china%E2%80%99s-english-learning-
industry/

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