Abstract
College English course in Chinese domestic universities focused on Comprehensive English and could not bring a satisfactory result in a long time. Students in theses universities often underperformed in English and they were left far behind by the students in Sino-foreign cooperative universities (SFCU). Through questionnaires, interviews and classroom observations on 256 students and 30 teachers in five Chinese public universities and four Sino-foreign cooperative universities, a huge gap in teaching objectives and modes, teaching staff, medium of instruction, the number of courses taught in English and class size, students’ English learning motivation and teaching effect between the two types of College English courses was found. The time to study and use English for non-English majors in SFCU in the four-year university study can reach 12,000 to 15,000 hours, which is 10-20 times longer than that of the students in Chinese domestic universities. In addition, 90% of students in SFCU can get Band 6.5 in IELTS, but less than 50% of students in Chinese domestic universities can get Band 5.0 in IELTS and 30%-60% of them will regress in English ability when they graduate. This study finds out that SFCU focus on academic English in College English lessons and their teaching modes and language environment can enhance students’ improvement in English, which shows the significance of reference for the reform of College English and the development of students’ English competence in China and other non-English-speaking countries.
Highlights
College English course in Chinese domestic universities focused on Comprehensive English and could not bring a satisfactory result in a long time
The reform of College English teaching in China has been continued, and many researchers have carried out various kinds of curriculum reforms, such as classroom teaching reform based on the Internet micro-lessons, MOOC and multimedia (Wu, Y., 2018), from basic English EGP to ESP and EAP of academic English (Wu, X., 2018; Ye, 2017), task-based language, mixed teaching mode of TBLT + SPOC (Gao et al, 2017), and other classroom teaching reform proposals, but the overall situation of College English teaching in China has not been fundamentally improved
(2) The teaching objectives, teaching plans, teaching modes, medium of instruction, situation of teaching staff, the number of students per class and the proportion of courses taught in English in the two types of College English courses are far from each other
Summary
Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online). A Comparative Study of College English Teaching Modes and Effects in Chinese Universities and Sino-Foreign Cooperative. Yang Feng1* & Yanhong Feng PhD in Education, Assistant Professor, School of English Studies, Zhejiang International Studies University, Hangzhou, China 2 Associate Professor, School of Education, Dongguan University of Technology, Dongguan, China * Yang Feng, PhD in Education, Assistant Professor, School of English Studies, Zhejiang International Studies University, Hangzhou, China
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call