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an important way to stand for Web 2.0 technologies (Luo Ting，2011).According to Betta，microblog can be defined in terms of devices andtechnologies，also in terms of learning mobility and participants to this process, as aform of mobile-learning. In view of educational aspect, the link of different kind ofnetwork technology has become the bridge between students and teachers. In addition,in the sphere of learning, microblog is a tool regarding the idea of what users havedone, what users have discovered in this field. Now that microblog service is able tobe bond immediate communication to blog service，allowing users to publish theirnewest opinions and thinking to cell phones and individual sites. It has unlimitedcapacity for enhancing mutual exchange and sharing information and mateials.As far as MaFedries is concerned，a microblog is regarded as a weblog in which140 characters are at most in every post and is improved with the development ofnetwork. The contents in a microblog could be polished and modified online, ordelivered as message, or through immediate message clients, users can change a smallnumber of its contents such as video link, pictures or phrases. It makes an immediateinteraction realize among users, via taking advantage of various technologies andfacilities.
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2.2 Comparison between Microblog and other Teaching Modes
As is vividly shown in the figure, over 30% students hold the opinion that thetraditional teaching contributes more to the reading and writing，while about 10%students believe that traditional mode does good to their listening and speaking skills.With regard to the microblog English teaching, more than 40% students share theopinion that they can benefit more from listening and over 35% students think that ithelps a lot in speaking skills. At the same time, only 10% students believe thatmicroblog teaching is advantageous to their reading and writing skills.A figure is designed to demonstrate the evaluation of atmosphere in bothmicroblog English teaching mode and the traditional English teaching mode. Theresults are revealed clearly in Figure2.2. Microblog English teaching is changeable, flexible and acceptable. The studentscan understand cultures of different countries as well as English learning methodsthrough microblog, they can also see some English videos and listen to some Englishsongs on the microblog, both of which could stimulate the interests of learningEnglish and improve their English skills. What they can do on the microblog will urgethem to study English in a relaxing and delighted atmosphere.
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Chapter3 Teaching Status of Oral English ......... 20
3.1 Problems in Oral English Teaching ......... 20
3.2 Techniques to Improve Students' Oral English ......... 21
Chapter4 Application of Microblog in Oral English Class ......... 28
4.1 Feasibility Analysis  .........28
4.2 Design of Teaching Mode  .........31
4.2.1 Design Principles ......... 31
4.2.2 Instructional Design ......... 32
4.2.3 Teaching Design of Oral English  .........35
4.2.4 Design of Implementation Process ......... 37
4.3 Practice of the Research .........38
4.4 Effect Analysis ......... 41
Chapter 5 Conclusions ......... 42
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