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The author did a questionnaire survey and an interview questionnaire for knowingabout the current situation of using short videos in junior high school English teaching.The following paragraphs are designed to analyze the results of the questionnaires.

5.1.1 An Analysis of Questionnaire Survey Results

As shown in table 5.1, this part is about Students’ habits of using short videos tolearn English. In this school, more than half of the students (58.0) don’t like English.And all of them mainly depended on school classes to learn English, some of themchose to learn English through the Chat Subscriptions and extracurricular books, butmost of them (41.5%) haven’t realized that they can learn English with the help of shortvideos on TikTok or Kwai. Only 39% of students would choose to study English bywatching short videos. When they find short videos on English learning, some of themwill download (43.4%) the videos, some of them (31.32%) will share them with friendsor classmates, and some of them (63.9%) will ignore them. But most of them (90.4%)will collect them, only less half of them will review the short videos they collected.Maybe the reason is that most of them (61.5%) do not sure the knowledge on shortvideo apps is reliable or not. But most of the students who learned English through shortvideos shows it is helpful.

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Chapter 6 Conclusion

6.1 Summary of the Major Findings

According to the three research questions, this part is divided into three parts. Thefirst part is about the current situation of using short videos to learning and teachingEnglish. The second part is about the advantages and disadvantages of using shortvideos to English classroom teaching. The third part is about the strategies forimproving the application of short videos to English teaching.

6.1.1 Findings of the Current Situation

After doing the survey and interview, the author know the current situation of usingshort videos to learn and teaching English. Most of the students haven’t realized theycan learn English by browsing short videos. Because the students haven’t browsed theshort videos on English learning, the short video apps won’t often recommend the shortvideos to the students. However, most of the teachers often refuse to use short videos inEnglish classroom teaching. The reasons are as the following: ①most of the teachershave no patience and energy to find or make suitable short videos; ② most of theteachers can’t do well in using computer; ③most of the teacher don’t know about theknowledge of application shorts videos to English classroom teaching.

6.1.2 Finding of the Experiment

Through a semester of contrast teaching, the author found using short videos inEnglish classroom teaching can improve students’ English grades. The author dividedthe implications into six parts. Firstly, when short videos are used in vocabulary class, itcan help students learning English vocabularies in context. Teachers can present targetvocabularies by showing them a short video or more. In this way, it can offer a newcontext to help students understand the meaning of the vocabularies. Secondly, shortvideos are used in listening and speaking class, it can offer more cha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。