A Survey on the Application of Lead-In in Rural Junior High School English Teaching in Henan Province of China

Abstract

With the higher requirements of The English Curriculum Standards for Compulsory Education for English teaching design, the lead-in phase emerging as a critical component that has received more attention from frontline English teachers. However, a significant knowledge gap exists regarding the practical application of lead-in strategies in rural junior high school English classrooms. This study aims to address two primary research questions: the current state of lead-in practices in rural junior high school English teaching and the factors influencing the effectiveness of these strategies. To explore these questions, employing a quantitative research approach, a survey was conducted using a convenience sampling method, which involved selecting 40 English teachers from 7 rural junior high schools in Henan Province. The data from the questionnaire survey were analyzed using descriptive statistics in SPSS 25.0. The findings highlighted various challenges faced by teachers during the lead-in phase, such as limited teaching resources and students’ low English proficiency levels. Furthermore, the study identified teachers’ professional development and experience as crucial factors affecting the effectiveness of lead-in strategies. The conclusion drawn from the study suggests that enhancing the lead-in phase in rural junior high school English teaching necessitates a multifaceted strategy encompassing improved resource allocation, teacher training, and the implementation of innovative teaching methodologies. Based on these findings, the study recommends increasing investment in rural English education infrastructure, strengthening teacher professional development, and promoting the exploration of diverse lead-in strategies to better cater to the needs of students.