Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: cross-cultural similarities and differences

Clark‐Gareca, Beth; Gui, Min

doi:10.1080/14708477.2018.1456546

Cited by 19 publications

(14 citation statements)

References 23 publications

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“…What we find in our study implies that a pragmatical epistemological beliefs and conceptions about CFL learning and teaching is pervasive among both students and teachers in Zambia even though all agree that understanding Chinese culture is considered to be part of understanding the language itself (as observed in a research by Clark-Gareca and Gui (2018)). An awareness and understanding of the subjective culture is important to language learning because language cannot be separated from thought, and thought is based on assumptions, values, and beliefs.…”

Section: Discussionsupporting

confidence: 50%

Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

Zhong

Muyunda

Jun

2021

Asian. J. Second. Foreign. Lang. Educ.

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In recent years, the demand for the acquisition of Mandarin Chinese language is in full swing globally based on the recognition of the economic and social importance of China. As a proactive response, the Ministry of General Education in Zambia included Mandarin Chinese as a second additional language in the secondary school Curriculum. However, there is a lack of exploring the epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning in Zambia. A mixed research design is employed to study the epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning in Zambia. A belief questionnaire was administered to 100 secondary school students learning Chinese as a Foreign Language (CFL). Semi-structured interviews were adopted to seek deep insights from 10 secondary school teachers on their epistemological beliefs and conceptions about Chinese language teaching and learning. The result shows that the students’ epistemological beliefs about the introduction of Mandarin Chinese language learning in secondary schools is key to enhance mutual understanding and friendship between the People’s Republic of China and Zambia. Also, the study results indicate that most of the students perceive learning Mandarin Chinese language as a window of opportunity for a good job and learning a new language. Nevertheless, the study results show that some teachers perceived the introduction of Mandarin Chinese language as a new form of Neo-colonization. This paper concludes that it’s fundamental for teachers in secondary schools in Zambia to review their epistemological beliefs and conceptions about Mandarin Chinese language teaching and learning and try to incorporate a SAL orientation using both literacy artifacts and cultural artifacts in teaching Mandarin Chinese language in secondary schools.

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Section: Discussionsupporting

confidence: 50%

Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

Zhong

Muyunda

Jun

2021

Asian. J. Second. Foreign. Lang. Educ.

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“…To exemplify, in comparison to the teacher participants, the student participants more strongly believed that the earlier a second language is introduced in schools, the greater the likelihood of success in learning. The differences between native and non-native EFLTs' beliefs and practices were demonstrated in Gareca and Gui's (2019) study which yielded, as opposed to the commonly-held conception, Chinese EFLTs valued communicative language teaching yet also favoured the use of grammar-translation and audiolingual methods as against those of American EFLTs. Likewise, the research by Kissau et al (2014) reported in spite of the fact that there existed a correspondence between American and German foreign language teachers' beliefs concerning effective foreign language teaching, incongruence existed between two groups of teachers, attributed to the divergence in contextual factors.…”

Section: Language Teacher Beliefsmentioning

confidence: 76%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

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How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

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“…Annually, EFL countries hire a large number of NES teachers to teach English and they have become an integral part of community of English teachers in these countries ( Rao and Yuan, 2016 ; Zhang and Zhang, 2020 ). The sharp increase in the number of NES teachers initiates the innovations in EFL teaching and brings the comparison between the expatriate NES teachers’ and their local NNES peers’ teaching behaviors to the fore ( Clark-Gareca and Gui, 2019 ; Zhang and Zhang, 2020 ). The available studies have shown that although NES and NNES teachers adopt different pedagogical practices in their instruction, the two groups of teachers complement each other as well as contribute their own advantages to language teaching ( Shi, 2001 ; Zhang and Elder, 2011 ; Kung, 2015 ; Su, 2019 ; Zhang and Zhang, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision

Cheng

Zhang

2021

Front. Psychol.

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While previous studies have examined front-line teachers’ written feedback practices in second language (L2) writing classrooms, such studies tend to not take teachers’ language and sociocultural backgrounds into consideration, which may mediate their performance in written feedback provision. Therefore, much remains to be known about how L2 writing teachers with different first languages (L1) enact written feedback. To fill this gap, we designed an exploratory study to examine native English-speaking (NES) and non-native English-speaking (NNES) (i.e., Chinese L1) teachers’ written feedback practices in the Chinese tertiary context. Our study collected 80 English as a foreign language (EFL) students’ writing samples with teacher written feedback and analyzed them from three aspects: Feedback scope, feedback focus, and feedback strategy. The findings of our study revealed that the two groups of teachers shared similar practices regarding feedback scope and feedback strategies. Both NES and NNES EFL teachers used a comprehensive approach to feedback provision, although NNES teachers provided significantly more feedback points than their NES peers and they delivered their feedback directly and indirectly. However, their practices differed greatly with regard to feedback focus. Specifically, when responding to EFL students’ writing, NES teachers showed more concern with global issues (i.e., content and organization), whereas NNES teachers paid more attention to linguistic errors. With a surge in the recruitment of expatriate NES and local NNES English teachers in China and other EFL countries, our study is expected to make a contribution to a better understanding of the two groups of EFL teachers’ pedagogical practices in written feedback provision and generate important implications for their feedback provision.

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Chinese and American EFL teachers’ beliefs about curricular and pedagogical practices: cross-cultural similarities and differences

Cited by 19 publications

References 23 publications

Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

Epistemological beliefs and conceptions about language teaching and learning: a study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision

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