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also conducted as an intervention in the oralEnglish learning of the subjects. Research question (RQ) 1: What are the effects of simulation games on collegestudents‘ oral English proficiency?Research question (RQ) 2: What are the students‘ attitudes towards simulationgames in oral English class?
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2.2 Subjects
60 participants are randomly chosen from non-English major freshman students atHuazhong University of Science and Technology during the 2012—2013 semester. 30 ofthem major in civil engineering, and the other 30 are from electrical and electronicengineering school. Among those students, nine of them are females and their ages areranging from 18 to 20. We have a controlled and an experimental class, and both of themconsist of 30 students. The controlled class major in civil engineering and theexperimental are from college of electrical and electronic engineering. Although those 60students are of different majors and come from different cities in China, they have beenlearning English since they were at primary school. However, when asked about theiroral English proficiency, only 8 of them assume they can speak English fluently; 30 ofthem regard them as mediocre English-speakers; the rest 22 students deem themselves aspoor English-speakers. Those 60 students are expected to take two oral English tests: pre-and post-tests.A pre-test is administered to both the two classes and the results show that studentsfrom both the controlled and the experimental class have a very similar proficiency inoral English. Apart from the only factor that the teaching method in oral English class isdifferent, this research controls other variables such as teaching time, teacher, students‘tasks and assignments, and students‘ time spent on oral English practicing, etc. The sameteacher have taught the two classes for a consecutive three months, once a week and eachfor a class hour, and the time they spend on practicing oral English is also controlled tobe the same. What‘s more, the tasks and assignments for the students in the two classesare also the same. Thus with only the teaching method different: in the controlled class,conventional teaching method is used, while in the experimental class, simulation gamesare employed. Other variables in the study are controlled: the teacher, class hour,assignments and tasks, students‘ time spent on practicing oral English are all controlled.
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2 Research Methodology.........(37)
2.1 Research questions ........(37)
2.2 Subjects .......(37)
2.3 Instruments ........(38)
2.4 Data collection and analysis ......(39)
2.5 Teaching experiment .....(39)
3 Results and Discussion .........(45)
3.1 Effects of simulation games on college......(45)
3.2 Attitudes of college students towards using simulation......(58)

3 Results and Discussion

3.1 Effects of simulation games on college students’ oral English proficiency
Before the teaching experiment was conducted to the experimental class, weadminister a pre-test on both the controlled class and the experimental class to see if thereis any difference in their oral English proficiency and use independent t-test to analyzethe data, which is shown in Table 1. From Table 1, we can see that p= .969 for equal variances assumed, which meansthe two data are in equal variances本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。