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The present study aimed to investigate the effect of micro-lecture teaching on non-English majors academic achievements and learning motivation. One hundred and twenty-two non-English majors studying the college English course in North China Electric Power University participated in the study. The micro-lecture teaching and traditional PPT teaching were implemented in the two classes respectively. Statistical analysis showed a significant improvement in the academic achievements of the participants (t = 3.128, p 0.05) between the pre and post measurements in favor of the post measurement. The results of the questionnaire survey undertaken in the experimental class showed that participants learning motivations were improved. Accordingly, the researcher concluded that micro-lecture teaching was significantly effective in improving non-English majors academic achievements and enhancing their learning motivation.
Jia-ling Han (Thu,) studied this question.