Senior High School English Research Articles

Examining In-service Senior High School English Teachers’ Perspectives on Corpus Use and the Effects of Corpus Training

Given the benefits of incorporating corpora into language learning, particularly in developing students’ abilities to observe and analyze language data, this study investigated Taiwanese in-service senior high school English teachers’ corpus literacy, their application of corpus tools in teaching, and the effects of an online corpus workshop. Conducted in two stages, the first involved collecting 151 teachers’ perceptions of corpus literacy and its applications from 141 schools across Taiwan. The second stage invited teachers across Taiwan to participate in an online corpus workshop, where corpus-based teaching and two tools (SKELL and Sketch Engine) were introduced, along with hands-on activities. Following the workshop, the participants completed a post-survey. The analysis of the pre-survey responses revealed a positive attitude toward but limited understanding of corpus use among teachers before attending the workshop. The Wilcoxon Signed Rank test, used to analyze the pre- and post-survey responses, showed significant improvements in the teachers’ corpus literacy and application skills after the workshop. The findings of this study offer valuable insights into corpus use among in-service teachers in various contexts. Future research should explore the further integration of corpus tools into classrooms and include in-depth interviews for more comprehensive insights.

Integrating Chinese cultural elements in senior high school English textbooks: A comparative study

Integrating Chinese cultural elements in senior high school English textbooks: A comparative study

A Survey of the Current Situation of the Integration of “Curriculum Ideology and Politics” into Senior High School English Teaching

Under the background of the new era, China pays more attention to the ideological and political education of students and emphasizes making full use of the resources in various courses to achieve the goal of educating people by disciplines. In order to meet the requirements of the General Senior High School English Curriculum Standards and implement the fundamental task of cultivating people by virtue, English teachers in senior high schools should make full use of the ideological and political education resources, integrate curriculum ideological and political education into English classes, and help students to establish correct ideological and political concepts. Based on this, the survey takes senior high school English teachers as the research object, aiming to explore the current situation of the integration of curriculum ideology and politics into senior high school English teaching, as well as put forward some suggestions for promoting the integration of curriculum ideology and politics into senior high school English teaching.

The Representation of Global Competence in a Senior High School English Textbook in Indonesia

Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.

A Brief Discussion on the Application Research of Micro-lectures in Senior High School English Teaching

In accordance with the stipulations outlined within the General Senior High School English Curriculum Standards, which advocate for the integration of information technology into educational methodologies, this study undertakes an investigation into the practical applications of micro-lectures within the context of senior high school English education. This paper elucidates the inherent benefits of micro-lectures, delineates the guiding principles for their effective employment, and elaborates on their specific implementations across various instructional settings, including review sessions, reading comprehension classes, spoken English practice. The incorporation of micro-lectures into high school English curricula has the potential to significantly augment students zeal for language acquisition while concurrently facilitating pedagogical advancements. The author s intention is to offer a valuable resource for senior high school English instructors seeking to innovate their teaching practices through the judicious application of modern educational technologies.

Exploring Senior High School English Teachers’ Problems of Classroom Management and Their Strategy in Online English Teaching and Learning process: A Case Study

Exploring Senior High School English Teachers’ Problems of Classroom Management and Their Strategy in Online English Teaching and Learning process: A Case Study

Study on the Role of Educational Drama in Promoting Students' Thinking Quality in Senior High School English Teaching

President Xi resently put forward developing education by insisting on the principle of people in the centre. The proposal of the core competencies of English also means that the idea of people-oriented education has been implemented in practice. For the first time, the thinking quality is clearly listed as the goal of English subjects, which further clarifies the educational value of English courses. As a student-centered teaching method, educational drama appeared in China at the beginning of this century because of its role in promoting the development of students’ language ability and thinking quality. Based on the discussion of the definitons of educational drama and thinking quality, this paper attempts to analyze the role of educational drama in promoting the development of students’ thinking quality in senior high school English teaching in order to promote the spread of educatinal drama in China.

Study on the Application of Dictogloss in Senior High School English Listening Class

Study on the Application of Dictogloss in Senior High School English Listening Class

Analysis of Pre-service Professional Development Path for Senior High School English Teachers under the Subject Key Competence

Analysis of Pre-service Professional Development Path for Senior High School English Teachers under the Subject Key Competence

Study on Teacher Questioning in Senior High School English Reading Class Based on the Development of Thinking quality

Study on Teacher Questioning in Senior High School English Reading Class Based on the Development of Thinking quality

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

The Application of Schema Theory in Senior High School English Reading Comprehension Teaching

An In-Depth Examination of the Sociocultural Framework-Informed Practical Model of Scaffolded Feedback in Enhancing Senior High School English Writing Instruction

This study deeply analyzes the application of scaffolded feedback in senior high school English writing instruction under the framework of sociocultural theory. Based on Vygotsky’s Zone of Proximal Development (ZPD) concept and Lantof’s 13-level Regulatory scale, this paper constructs a scaffolded feedback model to improve students’ writing ability through personalized instruction. This paper argues that under the framework of this model, teachers should follow the principles of negotiation, graduation and contingency when providing scaffolded feedback to ensure that students gradually transition from dependence on external adjustment to self-adjustment. In conclusion, the research finds that scaffolded feedback model can effectively promote the development of students’ self-correction ability and stimulate their independent learning and critical thinking. And the research can also provide theoretical basis and practical guidance for English writing teaching in high school.

Effects of Applying Multi-feedback Model in Chinese Senior High School English Teaching on Students’ Writing Competence

Effects of Applying Multi-feedback Model in Chinese Senior High School English Teaching on Students’ Writing Competence

An Analysis of the Cognitive Demands of Senior High School English as a Foreign Language Textbooks in China

This study aims to reveal the cognitive demands of senior high school English as a foreign language textbooks in China and their potential impact on students’ thinking development. To achieve this, the study employed content analysis, using an analytical framework adapted from the revised Bloom’s taxonomy, to examine the cognitive demands incorporated in the activities across nine target textbooks from three different publishers. The study found “Understand” to be the most common cognitive demand in the examined textbooks. However, it also identified that lower cognitive demands “Remember,” “Understand,” and “Apply” were less prevalent than the higher demands “Analyze,” “Evaluate,” and “Create.” Additionally, the study observed variations in the distribution of cognitive demands within the textbooks for 10th, 11th, and 12th grades. Despite these variations, the distribution of cognitive demands across the three grade-level textbooks was found to be remarkably similar, with an increase in the occurrence frequency of cognitive demands “Apply,” “Analyze,” “Evaluate,” and “Create,” and a corresponding decrease in the occurrence frequency of cognitive demands “Understand” and “Remember.” These findings indicate that senior high school English as a foreign language textbooks in China are intentionally designed to accommodate the thinking skill needs of students at each grade level and to promote the development of their thinking skills, with a particular emphasis on higher-order thinking skills. The findings hold significant implications for the design and use of language textbooks, highlighting the importance of integrating appropriate and challenging cognitive demands to effectively support students’ thinking development.

Research on the Professional Development for Senior High School English Teachers Under the Background of New Curriculum Standards

The professional development of teachers is essential for adapting to evolving educational standards and improving teaching effectiveness. This study investigates the professional development needs of senior high school English teachers under the background of New Curriculum Standards in China. It examines current practices, identifies key components of effective professional development, and proposes improvement strategies. The New Curriculum Standards emphasizes student-centered learning, competency-based education, and technology integration. Key findings highlight the importance of sustained learning, relevance, active engagement, collaboration, and reflective practice. Customized training programs, supported by mentorship and flexible learning options, are essential. Technology integration in professional development is crucial for providing access to online resources and fostering continuous learning. Despite these strengths, the study identifies areas for improvement, including personalized training, follow-up support, and time management. Future research should focus on the long-term effects of professional development programs and their impact on teaching effectiveness and student outcomes.

Study on Interdisciplinary Thematic Learning of Senior High School English based on Core Literacy

With core literacy gradually becoming an important topic in the field of education, English teachers are also trying to practice and infiltrate core literacy into the design of teaching activities. Interdisciplinary is an educational activity that breaks the boundaries of disciplines and integrates theories or methods of different disciplines, which is helpful to the integration of subject knowledge. Starting from the significance and connotation of interdisciplinary thematic learning, this paper explores the application of interdisciplinary thematic learning in English courses and its help in cultivating core literacy. At the same time, this paper tries to give some suggestions on how to improve students' core literacy through interdisciplinary thematic learning, aiming at promoting students' core literacy to be better improved.

Research on the Design of Senior High School English Homework Under the "Double Reduction" Policy

Under the "double reduction" policy, schools and teachers have put forward higher requirements, but also brought greater challenges to schools and teachers. Therefore, how to design and arrange the students' homework has become a big test. This paper chooses the third compulsory edition of Foreign study edition as the design object to explore the current situation and problems of high school English homework design in the past, analyzes the principles of high school English homework design under the "double reduction" policy, and explores the strategy of high school English homework design, hoping to provide certain reference value for high school English teachers.

Thinking and Practice of Senior High School English Teachers' Professional Development from the Perspective of Research Project

In order to promote the sustainable development of students, teachers also need to keep pace with the times and constantly improve their professional level, and research project is an effective way to promote the professional development of senior high school English teachers. This paper discusses the significance of research project to the professional development of senior high school English teachers, and then analyzes the problems existing in the research, such as the lack of awareness of the problem and the unreality of the research question, the ambiguity of the research object, the non-standard management of the research and the poor planning of the research process, the lack of theoretical application ability, the insufficient persuasion of the research results and the inadequate promotion. Finally, some suggestions are put forward to improve the existing problems, so that give teachers who are eager to do research some ideas and inspiration, and promote the long-term development of teachers specialization.

A Study on Attitudinal Resources of Reading Texts in Chinese Senior High School English Textbooks: Taking Book 1 of Yilin Press AS an Example

A Study on Attitudinal Resources of Reading Texts in Chinese Senior High School English Textbooks: Taking Book 1 of Yilin Press AS an Example

The Application of Process-genre Writing Approach in Senior High School English Writing Teaching

The objective of this research is to improve the writing abilities of students through a concentrated emphasis on before-writing information input, information output in writing, post-writing reflection. The conceptual framework of the process genre approach informed the design of the course. The framework outlines the developmental stages of learners, beginning with the acquisition and understanding of knowledge, followed by its analysis, and culminating in the application of knowledge in a creative manner. Aiming at improve leaners’ writing skills, this thesis explores the feasibility and application of process-genre writing in senior high school English writing teaching based on the input and output theory of English teaching, guided by the models of process-genre writing approach.