Development Of English Teachers Research Articles

Reform and Development of English Teaching in Colleges and Universities with the Integration of ChatGPT Technology

As an artificial intelligence-powered language generation model based on natural language processing, ChatGPT, like other artificial intelligence technologies, possesses super real-time dialogue capabilities and is considered an innovative and intelligent auxiliary teaching tool in the field of language learning. This article first analyzes the current state of development of artificial intelligence technologies such as ChatGPT. Secondly, it examines the challenges encountered in the reform and development of English teaching in colleges and universities in China. Lastly, it summarizes the applications and recommendations for using ChatGPT technology in college-level English teaching.

Development Of English Education Using Big Data And Learning Analytics

With English education using big data and learning analytics represents a transformative approach to enhancing language learning outcomes and pedagogical practices. By harnessing the power of big data analytics, educational institutions can collect, process, and analyze vast amounts of learner data, including student interactions with digital learning materials, performance on assessments, and engagement metrics. Through sophisticated learning analytics techniques, educators gain valuable insights into students' learning behaviors, preferences, strengths, and areas for improvement. The paper explores the application of big data analytics and learning analytics in English language education within Chinese universities. Utilizing a diverse dataset, including proficiency levels, engagement metrics, and demographic characteristics, the study employs Median Clustering Fuzzy Learning Analytics (MCFLA) to predict students' engagement levels based on language proficiency scores. Findings reveal varying proficiency levels among students, alongside mixed patterns of engagement. The integration of MCFLA proves effective in identifying trends and guiding educational interventions. Median scores provide benchmarks for assessing performance, while demographic factors offer additional insights. Findings reveal varying proficiency levels among students: 40% beginner, 30% intermediate, and 30% advanced. Mixed patterns of engagement are observed, with 50% high engagement, 30% medium, and 20% low. Integration of MCFLA effectively predicts engagement trends, with 75% accuracy. Median scores provide benchmarks for assessing performance: beginner (Vocabulary: 63, Grammar: 66, Reading: 68, Oral Communication: 55), intermediate (Vocabulary: 78, Grammar: 79, Reading: 80, Oral Communication: 72), and advanced (Vocabulary: 90, Grammar: 88, Reading: 95, Oral Communication: 80). Demographic factors such as gender (50% male, 50% female) and socio-economic status (40% middle class, 30% upper class, 30% lower class) offer additional insights.

Unveiling Growth: Do Master's Degrees Propel Professional Development for English Teachers at All Experience Levels?

Unveiling Growth: Do Master's Degrees Propel Professional Development for English Teachers at All Experience Levels?

The Relationship between English Open Class in Junior High School and Novice Teachers’ Professional Development

As an emerging teaching and research activity, open classes have attracted more and more attention from educators, and a series of studies have been carried out. Previous studies have pointed out that open classes have many functions such as communication, research, demonstration, assessment, and competition, and are key events in teachers’ professional development. This paper connects the relationship between junior high school English open courses and teachers’ professional development, and explores the role of open classes for novice teachers. From the perspective of novice teachers, the author first analyzes the research background of this paper from three aspects, Combined with the literature method, this paper analyzes and summarizes the existing research on open classes and the professional development of novice teachers. Then, a questionnaire survey was used to investigate the relationship between open classes and the professional development of English teachers. On the basis of clarifying the relationship between the two, this paper affirms the positive value of open courses in the professional development of novice teachers from the aspects of promoting the accumulation of professional knowledge, improving professional ability, enhancing professional affection, and improving the awareness of professional self-development.

Research on Innovative Ways to Integrate "Curriculum Ideological and Political Education" into Higher Vocational English Education

In the educational context of the new era, the development of English education in higher vocational colleges has received increasing attention. Integrating it with "curriculum ideological and political education" has become an inevitable trend in cultivating the all-round development of high-quality talents. The integration of higher vocational English into "ideological and political courses" is not only a need to meet the needs of the times but also an important way to improve students' ideological and political literacy and comprehensive English ability. Based on this, this article first analyzes the significance and existing problems of integrating higher vocational English into "curriculum ideological and political education", and then elaborates on specific implementation measures, aiming to provide new ideas and strategies for the development of higher vocational English education.

Innovation in the Application of New Media Technology in English Education

With the continuous development of information technology and internet technology, the application of new media involves various fields. However, traditional English education methods lack innovation, emphasize mechanized teaching, and neglect cultural background education. It is no longer in line with the trend of the times and is not conducive to the progress and development of English education. The many functions of new media bring many new possibilities to the methods of English education. This study explores how new media can be applied to English education to create new and effective educational methods. This article uses case analysis methods and literature analysis methods. Relying on new media technology can create a pleasant learning atmosphere and efficient and exciting learning methods. Creating an immersive learning environment that allows students to immerse themselves, enhances their interest in learning, effectively addresses the shortcomings of the current English education model, and expands educational resources and tools by utilizing video-sharing platforms and learning apps to enrich English classrooms, integrating VR and AR technology with the classroom to expand educational scenarios and promote students' comprehensive understanding of English. The ultimate goal is to improve the quality and effectiveness of English teaching and cultivate English professional talents.

Recent Challenges for Foreign English Teachers in Japan

Japanese students are suffering from English learning. Data show that Japanese students fail to demonstrate desirable English proficiency despite decades-long efforts and promotion from the Japanese government. Foreign (native) teachers have helped with the development of English teaching in Japan in many respects, serving not only as teachers conveying language knowledge to students but also as representatives of foreign cultures helping students to appreciate incentives to learn about intercultural communication. The main emphasis of this study is to identify the problems with foreign English teachers in Japan to see whether there are any commonalities in the opinions of foreign EFL teachers related to cross-cultural challenges, labor concerns, workloads/working conditions, psychological and emotional well-being, which may have a negative impact on English education. The findings of surveys and semi-conducted interviews revealed that teachers’ perceptions of their teaching approaches were generally acceptable and unproblematic, and they seem to have received fair evaluation and support from their colleagues. The stress and demands on teachers were often excessive with increased administration, which consumed the energy of English teachers while not contributing to the improvement of teaching effectiveness. Although foreign teachers generally have positive outlooks on their own experience, their advice tends not to be taken seriously or given credit for their innovations or accomplishments. Cultural conflicts sometimes cause trouble for them. Foreign teachers should learn about Japanese culture and try to change their perspective in thinking to achieve a better understanding of intercultural communication.

Impacto de la enseñanza universitaria del inglés en la mejora de la identidad cultural nacional

Abstract: The current issue of cultural identity is an inevitable manifestation of the contradictions and dilemmas of China’s economic and social development in the cultural field. Its root lies in modern China’s backward social development and the invasion of foreign culture, which is manifested by indifference to excellent traditional culture. English is a widely used international language, which is used worldwide. In recent years, with the popularity of English, college English teaching has also received more and more attention. Philosophy is highly theoretical, speculative and difficult to understand, which requires English teachers to be good at utilizing various beneficial resources to mobilize students’ subjectivity and creativity. English is one of the beneficial resources, and proper use of English in cultural identity can have unexpected teaching effects. Therefore, how to use college English education thoughts to enhance national cultural identity is of great significance for promoting the overall development of college English education and promoting national cultural construction. This article discusses how to cultivate national cultural awareness and cultivate national cultural one in the process of English teaching. On this basis, this paper puts forward new ideas to promote the overall development of English teaching in colleges and universities and build national culture. In addition, it emphasized that English knowledge must be integrated with the one learned in order to enable students to better understand different cultures, enhance students’ interest in various countries’ philosophy and culture, and enhance students’ own sense of cultural identity.

Exploring the Ideas of Integrating the Teaching of Information Technology and English Translation

Abstract The intelligent use of digital teaching resources and the deep penetration of information technology can help promote the change and development of English teaching and improve the sharing, interactivity, interestingness and effectiveness of English translation teaching resources. This paper develops an intelligent classroom teaching model for English translation that combines scaffolding and multimodal discourse teaching using the U Campus teaching platform. To create an intelligent learning environment for English translation, this paper uses distributed crawler technology to crawl English teaching resources and Minhash algorithm to de-weight and optimize the data, constructs an English translation corpus, and introduces a lightweight Transformer network to establish a machine translation model. This paper quantitatively analyzes the teaching effect of the English translation smart classroom teaching model using data from University C students as the research object. The results of the study show that the students in class A1 scored 95.02 points in topic comprehension, the translation theory and skills improved by 8.46 points compared with the students in class A2, and there was a significant difference between the students’ cross-cultural communication skills at the 1% level. By integrating the information technology platform with English translation teaching, students’ translation skills can be enhanced, they can learn more English resources, and their intercultural knowledge and competence can be improved.

Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrative of English Teacher Development

The last two decades of learner development scholarship have seen an expansion in applications of autoethnography, a qualitative research method that “seeks to describe and systematically analyze personal experience in order to understand cultural experience” (Ellis et al., 2011). As such, this self-reflexive autoethnography of teacher development traces the evolution of an English language and writing instructor’s exposure to and utilization of autoethnography in writing classrooms around the world. Through a series of written vignettes, I utilize narrative inquiry to highlight my openness to cultural exploration in the English language classroom, explore my tendency to utilize lived experience in academic contexts, and illustrate how this manifested in a critical expressivist curriculum for my university English writing classrooms in Japan, Finland, and the United States. 過去20年間の学習者の成長に関する研究において、「文化的経験を理解するために個人の経験を記述し、体系的に分析しようとする」（Ellis et al., 2011）質的研究の一手法であるオートエスノグラフィーの活用が拡がりを見せている。そのため、この教師の成長に関する自省的なオートエスノグラフィーは、ある英語ライティングの指導者が世界中のライティング教室でオートエスノグラフィーに触れ、活用してきた変遷を辿るものである。一連のヴィネットを通して、ナラティブ的探求を活用し、英語教室における文化探訪に対する私の開放性を強調し、アカデミックな文脈で生きた経験を活用する私の傾向を探り、そしてこのことが、日本、フィンランド、アメリカにおける私の大学英語ライティングの授業で、批判的表現主義カリキュラムにどのように顕れたかを説明する。

Professional Quality Development of English Teachers in Colleges and Universities Based on Network Learning Community

Abstract In this paper, we first construct an online learning community using the social network cascade model, giving the specific structure and specific roles of the model. Secondly, the social network cascade model is constructed by utilizing multi-sequence temporal coding, temporal bi-directional graph convolutional network and GRU encoder with an attention mechanism. Finally, the effectiveness of the model in the development of English teachers’ professional quality in colleges and universities is verified through the comparative validation of the model and the practical application of the network learning community. The results show that English teachers’ professional quality development scores are high, with a mean score of 5.554. The English posttest scores of the experimental class in the comparison experiment increased by 2.12 points compared with the previous test, with two-tailed Sig.=0.024>0.05. This shows that the network learning community can effectively improve the professional quality development of English teachers and further enhance the student’s English learning performance.

Retracted: Assessing the Impact of the MOOC Learning Platform on the Comprehensive Development of English Teachers at College Level under “Double First-Rate” by Utilization of the SWOT Analysis in Hunan Province, China

Retracted: Assessing the Impact of the MOOC Learning Platform on the Comprehensive Development of English Teachers at College Level under “Double First-Rate” by Utilization of the SWOT Analysis in Hunan Province, China

Exploring pedagogical potentials of technology: professional development for English teachers of vocational higher education

The education transformation from teacher centred to student centred learning has inspired most of educator to be more selective and creative to develop the way they handle their teaching learning process. It is supported with the condition that all education must be held online due to the pandemic situation. The teachers ability in utilizing technology for their teaching learning process needs to be developed. This study aims at investigating the teachers readiness in exploring the potential of technology in form of professional development. Modifying action research in mixed method are used as methodology in this research. Data were obtained through a focus group discussion and workshop which was followed by a semi structured interview. Findings for this study have enhanced the understanding of some aspects that teachers put into consideration while designing technology-integrated lessons; identifying goals, analysing learners, planning instructional activities, and choosing the technology tools. However, teachers must be triggered by cognitive prompts in order to support them in making decisions about learning objectives, activity stages, and technology tools to integrate.

A Strategic Study on Improving the Professional Core Quality of Primary and Secondary School English teachers

This paper first introduces the system structure of English teachers' professional core literacy, and then analyzes the importance of improving professional core literacy. To meet the needs of improving the core literacy of English teachers, this paper puts forward a variety of strategies, including extensive reading of professional data, collective discussion by teachers, optimization of teaching methods according to the situation of students, construction of a multi-faceted English teaching evaluation system and integration of teaching and research on the core literacy of English teachers. It is hoped that these strategies can contribute to the reform and development of English education and help English teachers to continuously improve their professional core qualities.

English

English in primary and secondary schools is an important part of national education in China. Likewise, there are a large number of teachers who undertake English in primary and secondary schools, playing an increasingly important role in national education, and their professional development is of great significance. Sichuan-Chongqing is an important district in southwest China, which is representative of the whole country. A survey of the current situation of English teachers' professional development in this area is helpful in finding out the existing problems in time, putting forward solutions and promoting teachers' professional development. Based on questionnaires and interviews, this paper analyzes the current professional groups, professional development level and professional development awareness. It puts forward some suggestions on pre-service education, on-the-job training and constructing a teachers' learning community to improve and promote the professional development of English teachers in primary and secondary schools in Sichuan and Chongqing. This study can also have some enlightenment for the professional development of English teachers or other subjects in primary and secondary schools in Sichuan and Chongqing as well as other parts of the country.

English Teachers’ Perspective on Keeping a Teaching Journal as Their Professional Development

<p><br /><span lang="EN-US">Keeping a teaching journal is one way that can be done to assist in the improvement of professional development. One approach that is becoming increasingly popular nowadays. Using a qualitative case study methodology, this research aims to explore the English teachers' perspectives on journal writing as a way of professional development. The study enlisted the participation of 21 English teachers to complete a demographic survey. In accordance with the aims of the study, participants were recruited using a technique of purposive sampling. In this case, the researcher selected the participant based on their experience in writing a teaching journal. The researcher utilized a questionnaire and an interview as instruments for data collection. The purpose of the questionnaire is to collect demographic information as well as respondents' perceptions about the benefit of keeping a teaching journal for professional development. The interview was then conducted to obtain further information regarding the participants' responses to the questionnaire. Five English teachers voluntarily participated in the interview process and in analyzing data, thematic content analysis was used in this study. The outcomes of the study revealed that English teachers got a range of benefits from strengthening their professional development, including encouraging a positive attitude toward teaching, enhancing English teachers' critical thinking, and improving teaching quality. This study suggested that keeping a teaching journal has a profound influence on English teacher development.</span></p>

Professional identity development of English teachers: A data‐driven model

AbstractThe present study aimed to explore the professional identity development of English teachers through the lens of the Possible Selves Theory, focusing on the experiences of three distinct groups of educators. An explanatory sequential mixed‐method research design was employed using 194 student, novice and experienced English teachers working or studying at various state schools in Turkey. The findings suggested that teacher groups held similar perceptions of their ideals and fears and there was not a significant difference among student, novice and experienced English teacher groups in terms of their possible selves. Additionally, the results revealed that the participants placed a significant emphasis on factors such as professional development, language proficiency, professional competence, personal attributes and recognition in relation to their ideal language teacher selves. The major fears related to their professional identity included language incompetence, inadequate professional development, undesirable personal attributes, undesired professional tendencies and a lack of recognition. The participants also noted various external and internal factors that influenced their possible selves. Based on the findings, a data‐driven model on English as a Foreign Language (EFL) Teacher Professional Identity Development (TPID) is proposed to contribute to the existing literature in the field. Context and ImplicationsRationale for this studyKnowing about teachers' current thoughts and their expectations and fears for the future can aid in understanding their identities and potentially transform their future selves, thereby improving the formation of their professional identity.Why the new findings matterThe findings of this study are significant as they add to the existing literature on English teachers' professional identity development using the Possible Selves Theory. This framework allows for an examination of teachers' expectations and fears, providing a comprehensive understanding of their professional selves and how these perceptions influence their future actions and goals. This knowledge is critical for designing teacher training programmes and professional development initiatives that support teachers' ongoing professional growth.ImplicationsIt is recommended to give increased attention and emphasis to the practical component of student teacher education, specifically the practicum experience, in the curriculum. Opportunities for interaction and collaboration among trainees, mentors and teacher educators should also be provided to enhance the effectiveness of the practicum. Furthermore, to address the concerns of EFL student, novice and experienced teachers about losing their enthusiasm for teaching in the future, comprehensive support mechanisms should be put in place through in‐service training and counselling services. Lastly, the Ministry of National Education could establish online and in‐person platforms to facilitate interaction and collaboration among teachers.

Research on “Internet+” Secondary School English Teachers’ Professional Development Strategy Based on SWOT Analysis

In the era of “Internet +”, the rapid development of information technology has also promoted the continuous innovation in the field of education. In recent years, scholars have begun to pay attention to the use of the Internet to promote teacher professional development, which provides a new path for teacher professional development, but at the same time, secondary school English teachers also face new challenges. Therefore, through SWOT analysis, this paper accurately grasps the strengths and weaknesses then provides relevant strategies for the professional development of English teachers based on opportunities and challenges of “Internet+” secondary school English teachers’ professional development.

영어교사의 전문성 발전: 교사연수 프로그램 설계 및 교사연수에 관한 인식

This study aims to explore elementary English teachers’ experiences in and perceptions of teacher training programs. The participants were seven teachers enrolled in a graduate seminar that the researcher taught for a semester. The graduate seminar was on second language teacher education, which included designing a teacher training program. The data consisted of each participant’s teacher training program design, pre- and post-surveys, final portfolio, final paper as well as the researcher’s field notes. The data were analyzed qualitatively using content analysis. The major findings are as follows: First, the teachers had different experiences and attitudes towards the teacher training programs primarily based on their ELT experiences. Second, the teachers designed teacher training programs to improve teachers’ English abilities, ELT competence, co-teaching capabilities with English native speaking teachers, and to share ELT practical knowledge with other teachers. Third. the teachers recognized the need for English teacher training for their professional development, demanded changes in English teacher training programs to meet learners and teachers’ needs, and expressed their intention to participate or teach other teachers in English teacher training programs. It was suggested that teacher education programs should support teachers for their continuous professional development more effectively. Further important implications regarding the development for English teachers and English teacher training programs were discussed.

Adapting English Teacher Professional Development to Shifting Educational Situations in Higher Education: Trends and Prospects

This study explores the need for transforming professional development for English teachers. Similarly, it focuses on the overview of traditional professional development methods and proposes alternative approaches, such as personalized learning and collaborative communities of practice. In addition, the article highlights the importance of aligning professional development with the evolving demands of the English language curriculum and the challenges posed by digital technologies. The study explores the necessity of adapting English teacher professional development programs to changing educational conditions through thematic-based content analysis of the research found in Google Scholar and Eric databases. Furthermore, related papers and litmaps were used to analyze the authorship and coverage of the study. Recent research from the ERIC and Google Scholar databases strengthens the need for ongoing, workplace-based, and personalized professional development programs that are connected with the evolving demands of the English language curriculum and digital technology. The findings of this study, thus, reinforce the need for transformative professional development programs that are aligned with the changing demands of the English curriculum and digital technology and prioritize the individualized learning needs of instructors. The research underlines the necessity for English teachers to adjust their professional development practices to meet the ever-evolving requirements imposed by the English curriculum. The results suggest that professional development strategies should be adapted to meet the changing educational circumstances. Overall, the study offers guidelines for the design and implementation of transformative professional development programs that improve teacher learning and student outcomes.