Senior High School English Teachers Research Articles

The Construction of High School English Teachers' Assessment Literacy from the Perspective of English Key Competence

The English curriculum standard of senior high school emphasizes that teachers should start from cultivating students' key competence of English subject, and constantly examine their own teaching concepts and methods, so as to improve teaching purposefully. Accordingly, the evaluation of English courses should also reflect the development of students' English key competence. This kind of curriculum evaluation system puts forward higher requirements for English teachers' assessment literacy, so it is extremely important to strengthen the construction of high school English teachers' assessment literacy. Based on the requirement of the key competence of English subject to teacher evaluation, senior high school English teachers should have certain evaluation knowledge and skills.

The washback of the National Matriculation English Test on senior high school English learning outcomes: do test takers from different provinces think alike?

The Chinese National Matriculation English Test (NMET) has a test purpose of producing beneficial washback to promote senior high school English teaching and learning. This article presents a large-scale nationwide survey research on student perceptions of the NMET’s before-test washback on their English learning outcomes in senior high school and the influence of the factor of home province on their views. The research participants were 20,062 first-year undergraduates from 103 universities in the Chinese mainland, and findings showed that the NMET facilitated their senior high school English learning outcomes in the surveyed skills both tested and not tested in the NMET. However, there were noticeable differences between students’ expectations and realities. It was also found that home province was a significant predictor of student perceptions, though the strengths of the relationships varied. Furthermore, in order for more beneficial NMET washback, the students suggested making the NMET speaking and listening subtests mandatory across all provincial regions and administering a nationally unified NMET form. This study calls on future researchers to hold a close lens to the complexity and dynamism of the NMET washback over time and across situations.

“Learning through Doing” and “Doing while Learning”: Exploring the Implementation Path of Integrating Labor Education into Senior High School English Teaching in the New Era

“Learning through Doing” and “Doing while Learning”: Exploring the Implementation Path of Integrating Labor Education into Senior High School English Teaching in the New Era

The Influence of Teaching Style on Students' Learning

Education is not only a major plan for national development, but also an important issue for social development. Some researchers have found that different styles of teachers will have completely different impacts on students learning, but there are still gaps in the experiments on the formation mechanism and specific forms behind it. Therefore, the research theme of this paper is the influence of teachers teaching style on students learning. The research methods of this paper are as follows: First, the questionnaire of senior high school English classroom teachers teaching style is collected, and then the data is analyzed by the test. The results show that traditional and closed-minded teachers are not conducive to the development of students self-esteem, creativity, learning interest and academic performance. Therefore, teachers should teach students according to their aptitude and find more suitable teaching methods.

Study on the Fossilization of Interlanguage in EnglishTeaching in Senior High School and its Countermeasures

Interlanguage refers to a special language system that is totally different from the native language and the target language in the process of learning a foreign language. With the development of interlanguage, it gradually approaches the target language, but rarely fully integrates with the target language, showing a state of stagnation, which is called fossilization phenomenon. Fossilization is complex, repeated and durative, it appears in various aspects of Interlanguage like phonetics, syntax and semantics, and fossilization phenomenon seriously restricts the progress of learners' foreign language level. In senior high school English teaching in China, the phenomenon of interlanguage fossilization is common. This paper will explain and discuss the causes of this phenomenon, and on this basis, put forward some strategies to alleviate this phenomenon, possibly eliminating fossilization effects to help improve learners' ability to learn and master foreign languages and teachers’ teaching quality and efficiency.

Obstacles and Positive Outcomes from Teacher Professional Development (TPD) Program Implementation in Yogyakarta: English Teachers’ Experience

Research focused on Teacher Professional Development (TPD) programs is abundant worldwide, aiming to enhance teachers' growth, skills, awareness, and, most importantly, improve the teaching-learning process both within and outside classrooms. However, such studies are notably lacking in the Indonesian context. Therefore, this study addresses the following research questions: 1. What do English teachers perceive as the benefits of TPD programs? 2. What are the main challenges encountered by English teachers in TPD? To address these inquiries, this research employs both quantitative and qualitative methods to gather necessary data. A total of 73 senior high school English teachers in Yogyakarta city and Sleman regency participated in the survey through questionnaires, followed by in-depth interviews with five participants. The findings reveal two prominent challenges faced by the participants: managing workload and time effectively and the absence of a follow-up program. By identifying these challenges, this study also offers recommendations for changes and enhancements to TPD programs in Indonesia, as inferred from the study's implications.

English teachers’ perspectives on the implementation of extensive reading

There needs to be more literature regarding English teachers' perspectives on the actual practice of extensive reading in the classroom in Indonesia. Therefore, a study aimed to investigate the implementation of extensive reading based on the teachers' perspectives. This study employed a qualitative research method as the research design. The participants were two senior high school English teachers and two junior high school English teachers. Interviews were conducted as the data collection and transcribed for the data analysis. The results showed that all English teachers had acknowledged and were well-informed of the benefits of extensive reading. However, half of them projected their positive beliefs through implementing extensive reading in their teaching practice, but the other half did not. The obstacles found in applying extensive reading were the students' need for more interest in reading, their lack of vocabulary mastery, and opposing views toward reading. Therefore, this insight into the study's results has enriched the literature, and the stakeholder of the curriculum should provide support regarding the teachers' concern about implementing extensive reading.
 Keywords: perspective, implementation, extensive reading

Reflections on Realization Paths of Curriculum Ideology and Politics in Senior High School English

Since the introduction of the concept of "Curriculum Ideology and Politics" in comprehensive education reform, senior high schools have actively embraced its implementation throughout the entire education process. However, due to the pressures of exam-oriented education, systematic integration into actual frontline teaching work has been challenging, with various factors hindering its development. These include difficulties in exploring ideological and political elements within textbooks, a lack of vitality in traditional teaching models, and outdated educational mechanisms. Considering that teachers play a crucial role as educational leaders, textbooks serve as the primary tools for teachers' educational activities, and the education mechanism provides the institutional framework for teaching, these three interconnected components collectively shape the education and teaching process. Therefore, this study aims to explore the most suitable teaching mode for integrating foreign language ideological and political instruction into the curriculum through three paths: upgrading the teaching model, updating textbook content, and innovating the educational mechanism. To achieve this, the study will employ textbook analysis as a methodology and provide suggestions to textbook compilers on effectively integrating "Curriculum Ideology and Politics" into senior high school English teaching. These efforts aim to enhance the vitality of the English subject.

High School English Teacher’s Core Competencies in China: A Case Study of the Teacher Qualification Examination Syllabus

English is becoming increasingly important in subjects during the internationalization progress. Since the beginning of the 21st century, the National English Curriculum for Nine-year Compulsory Education in China has been developing with the progress of the times and the improvement of national policies. Meanwhile, teachers' teaching ability is closely related to students' learning achievement and future development. Under this circumstance, English teachers' teaching ability and subject knowledge have attracted much attention in China. Through quantitative analysis, the main findings of this paper are as following: 1) Teaching with higher quality will lead to students’ positive and sustainable development in the future, for the quality of teachers’ teaching performance can literally play a decisive role in students’ achievement; the most important factor that affects education and predicts students’ achievement is the quality of teachers’ teaching in class; 2) After it is analyzed, the core competence of senior high school English teachers in China through quantitative proportion analysis and word frequency analysis of the core contents of the syllabus is discovered. Through quantitative analysis, it is found that the emphasis of teacher assessment in the senior high school English teacher qualification examination includes both general pedagogical knowledge and English pedagogical knowledge and competence. Therefore, this paper suggests that teachers should not only have professional English pedagogical skills, but also have strong teaching-related skills (e.g., classroom management); 3) The professional motivation which is reflected in the emotional motivation characteristics of candidates doesn't seem to be fairly reflected in the exam. The results of this study have certain instructional significance for the design, implementation, reliability, and validity of the English teacher qualification examination for senior high schools in China.

Analysis of Research Papers on the Use of English Movies in Chinese Senior High School English Teaching in the Past Three Years

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies.

The Application of Meta-cognitive Strategies in English Reading Teaching in Senior High School

“Under the requirements of the new curriculum standard for the cultivation of senior high school students' reading ability, this paper mainly discusses the application of meta-cognitive strategies in English reading teaching in senior high school. The author will take the reading class, ‘A Day in the Cloud’ in Reading and Thinking part of Wildlife Protection in the second unit of New PEP Senior High School English Compulsory II as an example. Combining meta-cognitive strategies with reading teaching process can improve students’ autonomous learning ability and master the reading strategies; on the other hand, it can provide corresponding measures for senior high school English teachers and improve their ability of using meta-cognitive strategies in English teaching.”

Translanguaging as a Resource for Teaching and Assessment:

The scant research on translanguaging in teaching and assessment in senior high school contexts in the Philippines prompted this research to explore the perception of teachers of classes where English is the required medium of instruction. The present study investigated the perspectives of 24 senior high school (SHS) English teachers in a focus group discussion from selected schools in Region VI-A, Philippines and 65 SHS teachers who completed a survey questionnaire adapted and modified from the studies of Nambisan (2014) and Turnbull (2018). Findings reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, problem-solving, and meaning-making. In addition, the participants allow translanguaging in formative assessment but not in summative assessment tasks. This paper argues for the need to explore the role of translanguaging in teaching and assessment to ensure equity for all students.

Teaching Strategies of Senior High School English Writing Based on Promoting Writing with Reading

With the continuous advancement of the new curriculum standard reform of senior high school English, English teaching based on the core quality of English teaching has become one of the important goals of senior high school English teaching. Based on the current situation and practice of senior high school English writing teaching, this paper analyzes a series of problems existing in senior high school English teaching and their causes, and holds that the teaching method of reading and writing is an effective means to improve the English writing ability of senior high school students. One can read and write with the help of combination of expansion of high school students in the English language knowledge, which can cultivates English thinking ability. Through the reading of English discourse structure or paragraph mode, it can effectively improve students in English sentence structure and word collocation organization ability and writing ability.

HIGHER-ORDER THINKING SKILLS ON TEACHERS-MADE TESTS BY ENGLISH TEACHERS OF A SENIOR HIGH SCHOOL IN BENGKULU CITY

The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.

Exploring the Application of Mind Mapping in Senior High School English Teaching

Exploring the Application of Mind Mapping in Senior High School English Teaching

Research on the Application of Generative Assessment in Senior High School English Teaching

Research on the Application of Generative Assessment in Senior High School English Teaching

Senior High School English Teachers' Knowledge of Intercultural Values

The objective of this research was to know the level of senior high school English teachers’ knowledge of intercultural values. The study was concerned with the English teachers’ knowledge of intercultural value which is using a quantitative method, specifically, a survey study because it helped to describe the attitude, opinions, behaviors, or characteristics of the population. In this study, the participants included 66 in-service Senior High School English teachers from different public school around Jember from the total number 207 of senior high school English teachers in Jember. The participant selected was using random sampling by delivering the questionnaire to all of Senior High School English teachers in Jember. The data of this study used Cultural Intelligence Scale (CQS) which contains 20-item scales. The result of this study showed that among four dimensions of CQS, all of them got high level of senior high school English teachers’ knowledge of intercultural value which in this case very important for teachers to communicate across various culture

A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching

Learning English needs a huge amount of vocabulary recalls as well as multiple grammatical structures and practices. With the development and improvement of the humanization and quality of English teaching, the multidimensional teaching of English has formed a powerful learning model and teaching method. The teaching of dual-coding theory assisted by computer teaching software mainly focuses on the dual activation representation of language combined with nonverbal graphic recognition to complete the recognition of information. According to the dual-coding hypothesis, in Gilford’s intelligence theory, the capacity of spatial and information recognition and reading is highly significant. With the large amount of visual recognition and information acquisition, images involve spatial domain information reading, which is a learning method based on the principle of information feature recognition. Based on the principle of dual-coding theory, it is a very effective way to present information and recall specific information in the form of vision and language. In this study, the application research for the purpose of English vocabulary teaching is adopted that has strong innovative and practical characteristics. According to the steps and contents of English vocabulary learning, the study is carried out step by step from the context in detail, so it continuously improves the learning quality and efficiency of English vocabulary teaching. Vocabulary teaching can help the students better improve their cognitive level of vocabulary and meet the vocabulary test requirements of the new institution entrance examination. Further, how to improve the effect of senior high school English vocabulary teaching is a major topic in the field of senior high school English teaching. In order to sort out this issue, I proposed a computer-aided dual-coding theory to help quickly understand vocabulary usage in order to increase learning efficiency. The Paivio–Desrochers model is used in this study. In addition, this study also attempts to explore the application of dual-coding theory in senior high school English vocabulary teaching.

An Investigation of Teacher Feedback Types and Characteristics in Senior High School Classes

This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.

Research on the Weak Cultural Awareness in Senior High School English Teaching

Research on the Weak Cultural Awareness in Senior High School English Teaching