English Language Teaching in China: Developing Language Proficiency Frameworks

2019 ◽  
pp. 415-432
Author(s):  
Jianda Liu ◽  
Mingwei Pan
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

scholarly journals Arab English Language Teaching Candidates Climbing the IELTS Mountain: A Qualitatively Driven Hermeneutic Phenomenology Study

2016 ◽  
Author(s):  
Ali Al-Issa ◽  
Ali Al-Bulushi ◽  
Rima Al-Zadjali
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Hermeneutic Phenomenology ◽  
Critical Discussion ◽  
English Language Teaching ◽  
Structured Interviews

As a high-stakes international language proficiency benchmark, the International English Language Testing System (IELTS) requires different and special Language Learning Strategies (LLS), which pose numerous challenges to its takers. Some Sultan Qaboos University (SQU) majoring in English Language Teaching (ELT), have therefore, failed to achieve an overall score of Band 6 on the IELTS as a language proficiency requirement and a condition mandated by the Ministry of Education for selecting English language teachers among. This qualitatively driven hermeneutic phenomenology study, hence, discusses this issue from an ideological perspective. The study triangulates data from semi-structured interviews made with six fourth-year ELT Student Teachers (STs) at SQU and the pertinent literature. The critical discussion revealed various ideologies about the powerful impact of the IELTS on the STs’ English language development. The findings have important implications for the practices of the teachers in the Omani ELT school system and elsewhere.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals Students’ perspectives on technology integration in ELT

2019 ◽  
Vol 24 (1-2) ◽  
pp. 95-106
Author(s):  
Renu Singh
Keyword(s):  
Technology Integration ◽  
Secondary Schools ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Qualitative Research Design ◽  
Ict Infrastructure

Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.

scholarly journals The Reasons behind Inefficient English Language Teaching Practices in Saudi Universities

2018 ◽  
Vol 8 (9) ◽  
pp. 1122
Author(s):  
Awwad Othman Abdelaziz Ahmed
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Admission Policy ◽  
Empirical Survey ◽  
Academic Level ◽  
Senior English ◽  
Teachers And Students ◽  
Language Proficiency Test

This empirical survey has been conducted to investigate the responses of both teachers and students of English Language Department to identify the reasons behind inefficient English language teaching (ELT) at the department. The study utilized quantitative tool of data collection. A 38-item Likert-scale structured questionnaire has been developed and administered to both sample groups: English faculty members at the Foreign Languages Department (FLD) and junior and senior English-major students of FLD. The data gathered from the questionnaire responses has been analyzed and descriptive statistics have been exploited to present the result of this survey. Both groups have agreed to each other related to issues given below: 1) interaction should be activated among students, 2) authentic teaching material should be provided in all classrooms, 3) students' standard is quite week when they take admission in FLD, 4) English language proficiency test should be a condition to promote to the next academic level and 5) remedial courses should be initiated in the department for the weaker learners. It is also found that lack a strict admission policy, learners’ examination-centered attitude and low motivation among students are also reasons in this regard as reported by the faculty. Recommendations have been given to develop the methods of teaching English in Saudi universities.

scholarly journals Phrasal Verbs in English as a Second/Foreign Language

2019 ◽  
Author(s):  
Rana Abid Thyab
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Native English Speakers ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
English Speakers ◽  
Phrasal Verbs

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

scholarly journals English Language Teaching and Learning Issues in Batam Learners’ Perception via Facebook Dialog Journal

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Warno Edi
Keyword(s):  
Language Proficiency ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Public And Private ◽  
Learning Issues ◽  
Language Teaching And Learning

The purpose of this research was to gather English as a second language (ESL) learners perceptions pertaining to their experience in learning English language in secondary schools, colleges and local universities. The research methodology incorporated dialog journal using facebook. Dialog journal is a written communication between a teacher and students or other writing partners, which provides a natural context for language development and a new channel of communication outside the classroom. The research incorporated facebook as it currently one of the most prominent online social networking sites among Indonesians. 46 respondents from public and private colleges and universities discussed various learning issues including impediment that they encountered during English lessons in secondary school, college and university: learners’ views and comments on issues pertaining to local English language teaching and learning; and suggestions to improve the teaching and learning of English. The discussion revealed varying viewpoints such as difficulties and reasons that students faced in learning the four language skills i.e. speaking, listening, reading and writing; and the lack of confidence which hampered their language improvement. This research hopes to enlighten educators of arduous challenges that students faced learning the English language so that they may strive to improve and consolidate their teaching skills.Key Words: Dialogue Response Journal; Language Proficiency; and Language Skills.

scholarly journals Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

2018 ◽  
Vol 21 (3) ◽  
pp. 67-89
Author(s):  
Ali Al-Bulushi ◽  
Ali Al-Issa ◽  
Rima Al-Zadjali
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Faculty Members ◽  
English Language Teaching ◽  
Target Language ◽  
Sultan Qaboos University

Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
pp. 81-109
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Teacher Beliefs ◽  
Language Proficiency ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

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