Practical English Curriculum Development to Improve the Writing Ability of Deaf and Hard-of-Hearing College Students Based on Autonomous Learning Theory: A Case Study of Chongqing Normal University
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Abstract
The article aimed to develop a practical English writing curriculum based on autonomous learning theory and evaluate its effectiveness in improving the writing ability of deaf and hard-of-hearing college students (DHH). The target group comprised 18 deaf freshmen. The curriculum development process includes four stages: (i) research on basic information about curriculum development; (ii) development of a practical English writing curriculum; (iii) implementation of the curriculum; and (iv) evaluation of the curriculum with a focus on improvement. After three months of implementation, the researchers made a statistical analysis of the students' writing scores in the pre-test, mid-test, and post-test and analyzed the demographic variables. The validity of the evaluation results of the Practical English Curriculum and the analysis of research data showed as follows: 1. An enhancement was made to students' writing skills throughout the curriculum, and 2. practical English writing curricula are effective in improving the English writing ability of DHH college students.
Further analysis of the data indicates that the schools attended by DHH college students, their communication methods, and their learning psychology all have an impact on their curriculum learning results. Consequently, curriculum designers, implementers, and managers should all pay attention to the above issues. Useful suggestions are given according to the results and conclusions of this research.
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