Chinese College English Teachers Research Articles

Exploring the Relationship between Teacher Motivation and Teacher Burnout among Chinese College English Teachers

Exploring the Relationship between Teacher Motivation and Teacher Burnout among Chinese College English Teachers

Game-Based Mechanisms for Speaking English Enhancement: Exploring the Potential of Electronic Games in English Teaching in Chinese Universities

Game-Based Mechanisms for Speaking English Enhancement: Exploring the Potential of Electronic Games in English Teaching in Chinese Universities

A case study of College English teachers' emotional experiences in the blended teaching context.

The current research on language teacher education has witnessed a surge in studies focusing on teacher emotions due to their recognized importance in teaching. However, limited efforts have been found to investigate the emotions of Chinese College English teachers in the blended teaching context. This qualitative case study aims to uncover the emotional experiences of four Chinese College English teachers and explore the causes of their emotions in the blended teaching context. Data for the study was primarily gathered through interviews and case documents. The findings indicate that teachers in Eastern China experienced more positive emotions than negative emotions in the blended teaching context, while teachers in Western China exhibited the reverse pattern. These emotions were caused by their continuous appraisal of the interaction between their personal goals and various ecological systems. The research findings underscore the crucial role of teacher emotion in blended teaching and provide implications for enhancing blended teaching practices.

Project-based Language Learning and Its Implications for English Teaching in Chinese Universities

Project-Based Language Learning (PBLL) is a novel teaching method that focuses on the student and seeks to transform the model of second and foreign-language education. This technique can dramatically transform students learning experiences. Students are at the center of their own learning experience in PBLL. In comparison to traditional teacher-led instruction, PBLL emphasizes students active engagement and in-depth comprehension. Students will study language in PBLL by taking part in a range of projects that are typically related to their interests, professional domains, or social activities. This article dives into the unique characteristics, benefits, and limitations of PBLL, providing a complete assessment of its applicability in Chinese college English classes. By examining its essential components, useful insights into how PBLL might be used to maximize language acquisition in higher education contexts are gained. Furthermore, this analysis illuminates the current stage of PBLL implementation and forecasts its future trajectory in the field of Chinese college English instruction. This article seeks to serve as a beneficial resource for educators looking to innovate and improve their approaches to college-level English language instruction by chronicling the course of this dynamic teaching methodology.

Cultural Analysis of Cooperative Learning Problems in Chinese College English Teaching

Cultural Analysis of Cooperative Learning Problems in Chinese College English Teaching

The Impact of College English Teachers' Psychological Well-being on English Teaching

This qualitative study explores the impact of psychological well-being on the teaching practices of Chinese college English teachers and aims to identify strategies for supporting their well-being. Through semi-structured interviews with five participants, including junior and senior faculty members from Guilin Medical University, key challenges to well-being are identified, such as heavy workloads, limited autonomy, and difficulties in interpersonal relationships. These challenges have significant effects on teaching practices, including reduced student engagement and creativity. The findings demonstrate that higher levels of well-being positively influence instructional practices, leading to increased engagement, motivation, and satisfaction. Autonomy in teaching, competence and effectiveness, and positive student relationships are highlighted as essential factors. The study proposes strategies including autonomy support, competence development, social support, recognition and feedback, and work-life balance to promote the well-being of college English teachers. The research contributes to the literature on teacher well-being, providing insights for educational policymakers, administrators, and teacher training programs to foster a supportive environment for professional growth and effective English language instruction.

A Study on Language Competence of Chinese College English Teachers

A Study on Language Competence of Chinese College English Teachers

A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective.

This mixed-methods national study has a two-fold purpose: (a) to invite Chinese college students to rate their overall difficulties in the eight areas of English learning, i.e., listening, speaking, reading, writing, pronunciation, grammar, vocabulary, and culture; and (b) to invite them to identify their key challenges in learning EFL. Specifically, the following three research questions were asked: (a) what are their overall difficulties in the eight areas of learning EFL? (b) Are there significant differences in rating their overall difficulties in these eight areas across the demographic variables of gender (i.e., male versus female participants) and subject discipline (arts versus sciences versus English subject disciplines participants)? And (c) what are their key challenges in learning EFL? The participants included a sample of 1,525 freshmen and sophomore students currently studying at seven universities across China. The instrument was a survey that consisted of a five-point Likert scale self-evaluation form and a major essay question addressing their key challenges. The qualitative data can help to probe deeply into the research setting to obtain in-depth understandings about Chinese college students' English learning; and therefore, they can greatly enhance the quantitative data. The quantitative results indicated that listening, speaking, and writing were their three key difficult areas in EFL learning; further, students' subject discipline (arts versus sciences verse English subject disciplines) had significant effects on their perceived learning challenges in English listening and vocabulary. The qualitative results confirmed that listening, speaking, and writing were their three key challenging areas. Their specific learning challenges in each area were examined. Implications for Chinese college English teachers and administrators are discussed in terms of pedagogy and policy making, respectively.

Research on the Integration and Innovation of Chinese Traditional Culture and College English Teaching

Language is the most important tool for human communication and communication, as well as the main carrier of culture. It can not only record and preserve the history of human civilization, but also promote the progress and development of social civilization. With the deepening development of economic globalization, my country and The world is becoming more and more connected, and exchanges and cooperation are increasingly strengthened. In this international context, our country pays more attention to foreign exchanges in English. Therefore, the English courses for Chinese college students should not only highlight the content of Western culture, but also show the beauty of traditional Chinese culture, so that students can fully learn and use the local language and spread Chinese culture. speakers and representatives. This paper analyzes the current situation of Chinese traditional culture in college courses in my country and proposes how to better integrate Chinese traditional culture and college English teaching for innovative development.

A Study on the Perception on the Use of Audio-Visual Methods to Improve the Chinese College Students’ Listening Comprehensions

This study devoted to explore the perceptions of the use of the audio-visual methods (AVM) to improve the Chinese College Students’ Listening comprehensions which are mutual processes that listeners join to construct the meaning of the listening text more than merely hearing words. In Chinese college English teaching and speaking process, because students should reach the listening requirements at relevant level so that the teachers should select effective methods to enhance their listening comprehensions. Qualitative method was conducted to collect data from six Chinese college students taking lessons in Senlin College (SL) and two senior English language teachers who have experiences of teaching English as a second language for more than 5 years in addition, methods of observation, interview and focus group will be used in this research. Findings from this study indicate that that students and teachers found AVM to be effective meanwhile the participants also mentioned that there were some challenges when using this method, but as the present study found it experienced more advantages over disadvantages.The study provides pedagogical implications in teaching and learning for instructors with maintaining the sufficient usage of audio-visual method in their ESLclass to enhance students’ listening comprehensions.

Negotiating the impact of international experiences on professional identity development: A case study of Chinese college English teachers.

This study traced changes in Chinese college English teachers’ professional identities as a result of participating in international professional development programs and examined how the teachers negotiated their professional identities upon return to China. Five college English teachers with at least 10 months of overseas professional development experience took part in the study. Data were collected through semi-structured interviews and relevant documents. It was found that international experiences had a great impact on the teachers’ professional identity construction by empowering them to develop multiple identities as language teaching professionals, university academics, and change agents. The teachers’ reconstruction of professional identities upon return to China was not a linear and smooth process. It was a dynamic process of negotiating with the constraints of the personal and professional contexts to which the teachers returned. The study sheds light on the identity development of internationally trained language teachers and contributes to a deeper understanding of the impact of international experiences on the professional development of second language teachers in similar contexts. It has implications for study abroad programs and for home institutions about how to support the long-term professional development of returnee teachers.

English Proficiency Evaluation Model of College Students by Using Intuitive Fuzzy Information Theory

English is a required university course in China and is a long-standing and consistent undergraduate-level course in China’s universities. It uses English as the medium and language of instruction to promote general education. As the most important content of undergraduate foreign language education, college English has different characteristics from other courses. It is only when its objectives, content, teaching activities, and assessment system fully reflect its unique requirements that it can truly achieve the ultimate goal of teaching this subject. With the advent of the information age, global economic integration and international exchange are deepening in various industries and fields. It is increasingly common for countries to require professionals to have foreign language skills, especially English as an international language. As a result, the demand for deeper English proficiency has become more prominent. In international communication, the English intercultural communication ability of key personnel directly affects the process of international communication, science and technology exchange, and the smooth transition of cultural conflicts in various fields and even determines the ultimate success of project cooperation. In this context, the effective use of English and cross-cultural communication skills is very important. Therefore, our higher education institutions are mainly responsible for training foreign language talents. However, the core problem facing English teaching in Chinese universities is the teaching value orientation. In particular, it seriously restricts the effectiveness of university English teaching. First, the value orientation of university English teaching deviates from the teaching objectives. It emphasizes the basic knowledge and skills of the English language, which makes teaching mainly stay on the foundation of the language. In other words, it is still limited to learning English for the sake of learning English, and the examination-oriented education is obvious, with a preference for instrumental teaching. Secondly, university English teaching focuses too much on the accumulation of English grammar rules and imitation drills, and the teaching style is dull and the teaching context is empty. This approach deviates from the characteristics of English intercultural communication, which makes the gap between the actual university English teaching and the real intercultural communication more and more obvious. Third, university English teaching lacks integration with other teaching values, especially with the humanistic orientation of university English teaching. Nowadays, a single teaching value orientation dominates university English teaching. As a result, the teaching around various English examinations has become a strange phenomenon in college English teaching.

Perceptions of ESP Lecturers’ Professional Development in China: An Ecological Perspective

The teaching of English for Special Purposes (ESP) has become the mainstream of English teaching in Chinese universities. This article, from a perspective of Educational Ecology, explored ESP lecturers’ professional development in Chinese universities. Semi-structured interviews were conducted on 13 ESP lecturers who were in the interim of transforming from teaching of English for General Purposes (EGP). It was found that there existed an imbalance in the ESP lecturers’ professional development in terms of internal and external ecology. In order to resume the ecological niche, this article proposed a quadruple symbiosis of ESP lecturers’ professional development, namely an integrity of ESP lecturers’ autonomy, management support, ESP teacher community, and ESP teacher training and enterprise cooperation internship.

The Factors Affecting Chinese College English Teachers’ Learning Development: A Narrative Study

By ethnographic research, this study intends to explore the ways and influencing factors of college English teachers’ learning through eight cases by means of qualitative multi-case study so as to identify how they achieve professional development. The results show that lack of time management, heavy administration work, over ambition and passiveness are the negative factors which affect teacher learning. Teacher learning happens with clear goal and motivation, while passive learning may lead to good results in terms of the teacher community. This study claims that teacher success will definitely be affected by teachers’ clear goal and motivation with confidence, the influence of teaching community and the family influence.

Development of Chinese College English Teachers' Psychological Empowerment Scale: A Validation Study.

Relevant research shows teachers’ “psychological power” plays a more essential role in promoting their professional development compared with the powers provided by various external factors, and it is therefore held that exploring college English teachers’ individual psychological power is of great significance. To this end, this study investigated college English teachers’ psychological empowerment (CETPE) via the development and validation of CETPE’s scale. Based on our literature review on psychological empowerment and analysis of teachers professional development’s status quo, we made a working definition of CETPE as a system involving perception of their occupation, sense of competence, experiencing of autonomy, judgment of their impact and understanding of their status. In our study, firstly the literature review and the interview with 17 college English teachers were adopted to conceptualize the dimensions of CETPE, and an exploratory factor analysis of data was conducted from 227 college English teachers and then the subsequent confirmatory factor analysis of data collected from another sample of 1030 generated 15 items belonging to five factors. The findings reveal that CETPE is systematically composed of teachers’ positive perception and experience of work meaningfulness, teaching autonomy, occupational competence, professional impact and social status. This study provides a new path for teachers’ professional development via strengthening their intrinsic driving force and thus helps improve the college English teaching effects.

“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program

This study explores the trajectories of Chinese College English teachers' identity reconstruction throughout a domestic visiting study program. Three teachers in a one-year program were followed and data were collected through interview and observation. Analysis shows that a research dimension was either activated or reinforced in their professional identities. Three distinctive trajectories of development were identified: from ‘unreconciled dreamer’ to ‘fulfilled research practitioner’, from ‘passive adapter’ to ‘agentic researcher-teacher’, and from ‘invisible layperson’ to ‘confident teacher-researcher’. The reconstruction of their professional identities is explained in relation to the interplay between personal factors and the mediating context reified by the program.

College English Teachers’ Conceptions of Research: An Institutional Case Study from China

It’s has been a long-proved fact that Chinese college English teachers are weak in research. Language teachers’ research engagement is greatly influenced by their conceptions of research. The institutional case study focuses on the college English teachers’ conceptions of research in a Chinese non-key university. The questionnaire survey and in-depth interviews of 6 teachers of typical demographic features show that besides the confirmation of quantitative studies, their academic awareness in qualitative research is growing. Most of them have realized the pedagogical effects of research on teaching and the publicity feature of research, though some of them still assess teachers’ reflective practice as research. In contrast to the senior associate professors’ blurry perception of research, the young lecturers seem to have a rather comprehensive and rigorous definition. The college-English-teacher identity to some extent has hindered their conceptual development of research and the construction of the identity as a researcher. Moreover, the impacts of teachers’ educational background, in-service training experiences, and gender differences should not be ignored. This study implicates that the university administrative should lay due emphasis on raising the practitioners’ conceptions of research before imposing the research requirement to them. Regular in-service professional development programs should be normalized to update teachers’ research conceptions, raise their research awareness, and research literacy, and finally promote their research engagement.

An Empirical Study on Applying the ARCS Model to College English

At present, Chinese college English teaching advocates establishing a curriculum system featuring student-centered learning and demand-oriented. Cultivating their interest in learning English, and building self-confidence. It has become the focus of current teaching research. Most of the previous studies about learning motivation in China are based on theory rather than practice. Therefore, based on the ARCS model, this paper takes sophomore undergraduates of Sichuan University of Media and Communications as the experimental research objects and obtains experimental data through questionnaires and comparative experiments to prove that the ARCS model applies to college English teaching in art colleges. It is committed to providing a more comprehensive understanding and method for improving student learning motivation and contributing wisdom to the reform and development of Chinese college English teaching.

The Integration Way of Traditional Chinese Culture and College English Teaching under the Strategy of “Going Global”

The Integration Way of Traditional Chinese Culture and College English Teaching under the Strategy of “Going Global”

OUTCOME-BASED EDUCATION FOR ENGLISH TEACHING REFORM IN THE ERA OF THE “POST-METHOD”

“Post-method” language education is a new trend in foreign language teaching after the “method era”. “Outcome-based Education (OBE)” is an important theory for students’ learning development because it is students-centered and focuses on students’ performance. Combining the Post-method teaching system, and based on the OBE concept, we aim to explore the reforms of college English in the Post-method teaching era. We discussed the characteristics of teachers and students under the concept of OBE and analyzed the ways to carry out OBE in college English teaching. We hope that it will go beyond the limitations of traditional Chinese college English teaching theory and practice and bring new insights into college English teaching reforms.
 
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