ISSN: 2226-6348
Open access
This paper explores the application of the BOPPPS (Bridge, Objectives, Pre-assessment, Participatory Learning, Post-assessment, and Summary) teaching model in college English education, highlighting its potential in promoting core literacy in English. The BOPPPS model offers a structured, student-centered approach that integrates diverse teaching strategies to enhance English proficiency. This paper reviews recent literature on BOPPPS applications, identifies key benefits such as improving student engagement and comprehension, and proposes strategies for innovation. The findings suggest that adopting the BOPPPS model can foster a holistic development of English skills, promoting critical thinking, autonomy, and academic achievement.
Wu, J. (2021). Application of BOPPPS model in college English classroom. Journal of Modern Education.
Zhang, L. (2020). The BOPPPS teaching model: A case study in English teaching in China. Education Review, 34(2), 120-134.
Li, Y. (2021). Effectiveness of the BOPPPS teaching method in enhancing students' English speaking ability. International Journal of Language Teaching, 45(3), 48-60.
Wang, Z. (2024). Application of the BOPPPS Model in College English Teaching: Promoting the Integration and Innovation of English Discipline Core Literacy and Strategies. International Journal of Academic Research in Progressive Education and Development, 13(4), 3256–3260.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode