Cultural Flows and Pedagogical Dilemmas: Teaching with Collaborative Learning in the Chinese HE EFL Context

Abstract

AbstractThis study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education (HE) EFL classrooms with its focus on students’ experience. It seeks to reveal the dilemmas encountered by considering the cultural aspect of teaching and learning within the Chinese context. Drawing on data sources from 60 students’ written reflections, 2 groups of post-hoc interviews and the researcher’s field notes, the study reveals that: 1) the use of collaborative learning conflicts with students’ formed learning behaviors and grammar-oriented exams; 2)