2022
Chen, Jizi
Investigating the Effects of English-only Learning in Chinese Education Journal Article
In: Lessons from Global Classrooms, vol. 2022, iss. 1, no. 1, pp. 58-72, 2022.
Abstract | Links | BibTeX | Tags: China, English-only Learning, Teaching
@article{nokey,
title = {Investigating the Effects of English-only Learning in Chinese Education},
author = {Jizi Chen},
editor = {Heather Ellis, Georgette Alejandra Fernandez Laris },
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2023/02/VF_GAF_edited_Jizi-Chen_Effects-of-Eng-only-learn-in-Chinese-Education-1.pdf},
year = {2022},
date = {2022-12-31},
urldate = {2022-12-31},
journal = {Lessons from Global Classrooms},
volume = {2022},
number = {1},
issue = {1},
pages = {58-72},
abstract = {Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included. },
keywords = {China, English-only Learning, Teaching},
pubstate = {published},
tppubtype = {article}
}
Due to the rising need of higher education in China, nearly all schools have English
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
lessons. International schools, or separated departments in local schools, are built to
meet the needs of both students who plan to study aboard in the future and those
who wish to enter top Chinese universities. Teachers are often required to provide an
English Only (EO) environment and, instead of local teachers, native English speakers
are hired for specific subjects. There also has been research conducted on the benefits
of bilingual education. Does an EO environment make a big difference in Chinese
education? Could teachers be just as effective if they returned to teaching in their
mother language?
The recent Covid-19 Pandemic changed the world in many ways including education.
Many new teaching methods such as online teaching have marched to the forefront
of the field. The teaching environment in China has certainly changed too, especially
for foreign teachers. Some of them face the dilemma of either continuing their job in
China or leaving for their home countries. In the city in which this research was
conducted, according to information from a government website, there were 1343
foreign teachers from 2019-2020 and this figure fell to 1049 in the period of 2020-2021
due to Covid-19 related policy (Ningbo Municipal Education Bureau, 2021). This
situation brings up another question: how much does the decline in the number of
native English teachers’ affect EO learning environments? The data for this research
was collected primarily in EO classrooms but two Chinese/English bilingual classrooms
were also included.
2021
Drew, Freya Lynn
To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study Journal Article
In: Lessons from Global Classrooms, vol. 2021, iss. 1, no. 1, pp. 34-57, 2021.
Abstract | Links | BibTeX | Tags: Asia, China, Feedback
@article{nokey,
title = {To What Extent Do Student Preferences for Oral Corrective Feedback Match Teacher Practice in the Chinese High School EFL Classroom? A Case Study},
author = {Freya Lynn Drew},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2021/12/To-What-Extent-Do-Student-Preferences-for-Oral-Corrective-Feedback-Freya-Lynn-Drew-1.pdf},
year = {2021},
date = {2021-12-08},
urldate = {2021-12-08},
journal = {Lessons from Global Classrooms},
volume = {2021},
number = {1},
issue = {1},
pages = {34-57},
abstract = {This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF. },
keywords = {Asia, China, Feedback},
pubstate = {published},
tppubtype = {article}
}
This study aims to examine the extent to which Chinese High School EFL students’ preferences for Oral Corrective Feedback (OCF) matches with teacher practice. Studies in other contexts (Huong, 2020; Lee, 2013; Ölmezer-Öztürk and Öztürk, 2016; Sung and Tsai, 2014; Yoshida 2008) show that student preferences and teacher practice do not always match, which may negatively affect learning outcomes (Plonsky and Mills, 2006: p. 55). Transcriptions of two lessons and interviews with three students were used for data analysis and discussion. The results of this study found that student preferences for OCF and teacher practice did not always match, with participants generally preferring explicit forms of feedback that allow them to see where they made the error, and how to correct it. The study revealed a great deal of individual variation with regards to preferences for OCF, thus, practitioners should take these individual differences into account when providing OCF.
2020
Boel, Alexander
Teacher Retention in China: The Role of Effective Leadership Journal Article
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 30-48, 2020.
Abstract | Links | BibTeX | Tags: Asia, China, Management, Teacher Retention
@article{Boel2020,
title = {Teacher Retention in China: The Role of Effective Leadership},
author = {Alexander Boel},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/07/Teacher-Retention-in-China-the-Role-of-Effective-Leadership-Lessons-from-Global-Classrooms-2.pdf},
year = {2020},
date = {2020-07-01},
urldate = {2020-07-01},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {30-48},
abstract = {Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.},
keywords = {Asia, China, Management, Teacher Retention},
pubstate = {published},
tppubtype = {article}
}
Much has been written about the relationship between effective leadership and teacher retention, yet there is scant research on this theme within the field of extra-curricular language schools in Asia. This qualitative study aims to describe the perspectives of 4 principals working for one of the leading EFL-institutions in China through semi-structured interviews. Questions were asked relating to 5 different categories: teacher retention, effective leadership, shared leadership, collaborative learning and induction programs. The findings of this research indicate that there is a contrast between the academic aspirations of EFL-principals and their actual job responsibilities. The main challenges to effective leadership were found to be changing expectations, an unclear job role and a lack of training. This research exposes the peculiar nature of teacher retention in the EFL-sector and makes a case for a comparative study.