在我们班，我们轮流做值日报告。

In our class, we take turns to do the duty report.

试论自我决定动机与基础英语课前的值日报告效果

The Self-determination Theory and Effects of "Duty Report" before Basic English Classes

以值日报告创设会话的情境，培养学生的英语表达能力。

Create a communicative situation from a duty report to train students' spoken English.

在整个行动研究期间，作者对每次学生的值日报告写了教学日志，并撰写了反思性的材料。

During the action research, the researcher keeps teaching log and reflective thoughts for the duty reports of every student.

学生初步养成了反思值日报告的习惯，有利于他们改善今后的值日报告。

The students have preliminarily formed the habit of reflecting upon their own duty reports which is favorable for improving their future presentations.

在整个学期，作者邀请三位学校资深教授和专家来课堂观察和评估值日报告教学活动。

During the whole term, the researcher invites three veteran professors and experts to the classroom to observe the duty report activity.

学生在第3周也被告知要撰写针对自己值日报告的学习日记并在第18周时统一上交研究者。

Moreover, the students are told to write learning log and reflections from Week 3 till Week 17 on their respective duty reports.

在第10周对实验班全体学生进行针对第一阶段值日报告的效果的问卷调查和第一次访谈。

In Week 10, a questionnaire on the effects of the duty reports in phase one and the first interview are administered to the students.

在18周进行针对第二阶段的值日报告的问卷调查和第二次访谈。

In Week 18, another questionnaire and the second interview are carried out to collect the feedback on the effects of the duty reports in phase two.