As traditional concept of Chinese value and personality, the issue of face plays a vital role in Chinese culture not only in daily life but also in learners' learning context. This study investigates English teachers' use of threatening acts in EFL classrooms. One female EFL teacher of the junior high school and her 49 EFL students participated in the present study. With the use of classroom observation, the teacher interview and students' open-ended questionnaires, 38 threatening acts and 4 main threat types (indirect threats, indirect accusation, direct threats with modified blame, and direct threats with explicit blame) were noted. The factors affecting the teacher's use of threatening acts and students' responses and opinions toward the teacher's use of threats were discussed. The pedagogical implications were provided at the end of the study.

Humanity's competitive advantages in the society are based on the intelligence and knowledge developed. One important way for human development is education. Under the global trend of decreasing birth rate, how can talents be developed to create advantages? It is obvious that talents are important resources in knowledge creation, as well as the foundation of a country. This study adopted the Decomposed Theory of Planned Behavior with the attitude aspect replaced by the teaching belief aspect, the perceived behavioral control aspect decomposed into perceived self-efficacy and condition of supportive resources, and the subjective norm aspect decomposed into teacher's superiors (the Department of Education), teacher's peers (colleagues in school), and teacher's teaching subjects (students and their parents). These three major aspects were used as the main points to design the questions for the interviews regarding teachers' intention to implement the idea of flipped classroom (Tucker, 2012). This study adopted the in-depth interview method and interviewed each subject individually in a face-to-face manner. A total of 5 teachers were selected for the interviews. In-depth interviews can be categorized into structured interviews, unstructured interviews, and semi-structured interviews depending on how structured they are. Due to the limitations of interview durations and the environment, the researcher wasn't able to take down all the contents on-site. Thus, with the approval of the subjects, all the interviews were recorded. When verifying the research findings, the subjects were asked to confirm the correctness of the content analysis results. In addition, some experts, scholars, and peers were invited to assist the analyses of the interview data to prevent biases caused by the researcher's subjective interpretations. This study showed the data analysis results to the subjects so that they could confirm if there was anything that didn't look right in data analyses and interpretations. If there was something that the subjects did not agree with, it would be reviewed for modification. The influence of teachers' teaching beliefs is on their intention to implement IT instruction.This study aimed to explore teachers' intention to replace the traditional teaching method with IT instruction based on the theories of behaviors. Moreover, the research findings showed that the influences of teachers' teaching belief, perceived behavioral control, and subjective norm on their intention to implement IT instruction were all significant.

No abstract

No abstract