Search

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students' English proficiency in China, and then explores the students' perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five constraints from the team teachers were identified: lack of training in team teaching, lack of mutual understanding, conflict of teaching styles, unclear role distribution, and little time for and expertise in planning team teaching. Meanwhile, three obstacles caused by the students were reported: deficiency in aural and oral English, unaccustomedness to team teaching approach, and unwillingness to participate in class activities. Finally, two barriers from educational system were found to limit teachers' use of team teaching: large classes and grammar-based examination. The results from the study suggest that, to maximise benefit from team teaching in class, local schools should provide team teachers with a pre-semester training. As for team teachers, they should establish a harmonious relationship, reconcile different teaching styles and make a detailed team teaching plan.

This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students' use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students' strategy use could be linked to some cultural and educational factors. [ABSTRACT FROM AUTHOR]

This study investigates the perceptions of error gravity by native and non-native teachers of English in a Chinese context. Drawing on the data collected from a questionnaire, we examined the practices of error evaluation by 22 native English-speaking (NES) teachers and 25 non-native English-speaking (NNES) teachers. Participants were asked to identify student errors based on a random selection of fifty compositions written by Chinese university students, correct the errors of the sentences, and indicate which errors they considered the most serious. General comparison of error evaluation between the two groups of teachers reveals that NES teachers are generally more tolerant of student errors and rely more on intelligibility rather than rule infringement. An in-depth analysis of these findings suggests that these differences are closely connected with the participants' cultural belief, educational background, teaching style, and English proficiency.

The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level students using more strategies more frequently than low-level students. An in-depth analysis of the data revealed that there were some characteristics of strategy use by each group of the students. These characteristics could be linked to five factors in the ACT model (management of L2 learning, imagery, analyzing, practicing and management of information-processing limitations) and three factors in the 3P model (value and expectations concerning achievement, linguistic competence and prior knowledge).

The research reported here explored how students' use of language learning strategies (LLS) was affected by their academic major. The data were collected by asking students to keep a four-week diary, and then the findings were examined within the model of learning developed by Biggs. An analysis of diary entries showed that, although there were more similarities than differences in their strategy use, there did exist significant differences between social science students and science students in the use of some learning strategies. These strategic differences in language learning could be interpreted from three perspectives: (1) approaches to learning; (2) career interest; and (3) course structure. Some research implications are also discussed. (Contains 1 table and 1 note.)

The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural familiarity and new methodological insights. Though these attributes facilitated NES teachers' classroom teaching, EFL students felt that some additional qualities were required for native speakers to become competent English teachers in EFL contexts. Some students were dissatisfied with their NES teachers' classroom performance because they were insensitive to students' linguistic problems, inconsistent with students' learning styles and unfamiliar with local cultural and educational system. The results of the study suggest that most NES teachers possess qualities and skills that characterise the performance of an efficient language teacher, but they still have to overcome certain obstacles before they can carry out their EFL teaching successfully. (Contains 3 tables, 1 figure, and 2 notes.)

The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of deep-level processing strategies (e.g. inferencing, prediction, reconstruction, questioning of the text) while less successful pupils more often deployed surface-level processing strategies (e.g. paraphrasing, re-reading, questioning the meaning of a word or phrase). The findings suggest that children's reading efficacy is affected by their use of learning strategies and that teachers should integrate the training of deep level reading strategies into their reading instruction. They should direct their pupils' attention towards the intentional content of the reading material (what is signified) rather than towards learning the text itself (the sign) in their actual teaching practice.

This article describes an exploratory study that investigated the effects of training in brainstorming strategy on learners' performance and perceptions about writing. The learners who received instruction in brainstorming were two complete classes of sophomores in a Chinese university. Writing performance, at the beginning and end of the study, was assessed and compared with a third group that did not learn brainstorming strategy but completed the same pre- and post-study task. The article describes the instruction that was provided and the findings of the effects of brainstorming instruction. The data demonstrated that explicit instruction of brainstorming strategy had a measurable influence on writing performance. The attitudinal survey also indicated that the students felt positive about the brainstorming strategy. It is suggested that EFL teachers in universities or colleges should move from a product-based approach to a process-focused approach in their teaching of writing as the latter may contribute towards activating students' thinking and creating ideas for a writing task.

This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives. Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning strategies. An in-depth analysis of the results revealed that these features could be linked to three factors concerning their cultural and educational background: cultural beliefs and values, traditional Chinese education pattern and English as Foreign Language (EFL) setting. The findings suggest that, as EFL teaching and learning in China is deeply rooted in Chinese culture and education, English teachers should avoid going to extremes in adopting teaching methods in the English classroom, and that Chinese learners of English should diversify their learning strategies so that they can select appropriate learning strategies for various learning tasks. (Contains 4 tables.)

Reports Chinese university students views on appropriateness and effectiveness of communicative and non-communicative activities in English-as-a-Foreign-Language courses. Results reveal students' perceptions sometimes surprised their teachers, and students' perceived difficulties caused by communicative language teaching had their source in differences between the underlying educational theories of China and Western countries. (Author/VWL)

With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is 'possibly the world's biggest policy development in education' (Johnstone, 2009: 33). It is widely believed that those who start learning English at an earlier age can utilize their 'critical period' to learn English more efficiently (Nunan, 2003; Y. Hu, 2007). However, the expansion of teaching English to young learners has not been unanimously supported and there is no conclusive evidence for the benefits of early exposure to a new language (Copland, Garton & Burns, 2014). Some researchers point out 'the advantages of postponing formal teaching in specific contexts' (Hyltenstam & Abrahamsson, 2001: 163). [ABSTRACT FROM AUTHOR]

The research reported here investigated the effects of contextual factors on Chinese students' use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs' 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide. [ABSTRACT FROM AUTHOR]

The beginning of this new century has witnessed two important events in English language education in China. The first is the expansion of English language education into the primary curriculum. In 2001, the Chinese Ministry of Education (MOE) required that primary schools located in cities and county seats start to offer English classes at Primary 3 from the autumn of 2001 and that the rest start to do so in the following year (MOE, 2001). The second is the increase of enrolment in various types of Chinese colleges and universities. For example, in 1999 the number of students enrolled in Chinese higher education was six million, but it rose to over 20 million in 2004 (Jin & Cortazzi, 2006). Such a rapid development of English language education has resulted in a number of difficulties and challenges for EFL teaching in China, but the most serious constraint comes from the lack of qualified teachers (Rao, 2010). To compensate for the shortage of English teachers, many Chinese schools are endeavoring to attract more native-English-speaking teachers (henceforth NESTs) to fill up EFL teaching vacancies. In 2006, for example, there were 150,000 foreign EFL teachers working in China (Jeon & Lee, 2006). [ABSTRACT FROM AUTHOR]