A Reflexive Teacher: The Empathic Effect on the Teaching of Telling Chinese Stories Well

Abstract

The imperative to proficiently convey 'China's story' in English, as mandated by foreign language programs, places heightened demands on students' language skills. Teachers in English public speaking classes, specialized platforms for this purpose, encounter challenges in refining pedagogical approaches. While existing research offers pedagogical suggestions, incorporating direct student feedback is crucial for further refinement. Teachers, understanding the importance of empathy, should optimize their methodologies by integrating reflexivity, drawing on personal experiences to establish rapport. This approach enhances student engagement, cognitive processes, and teaching discourse, contributing to effective narration of China's story through professional skills training and real-life connections to speech topics.