English Language Education in China: Policies, Progress, and Problems

Hu, Guangwei

doi:10.1007/s10993-004-6561-7

Cited by 290 publications

(212 citation statements)

References 17 publications

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“…In fact, English represents one third of the total points in the high school entrance exam and the college entrance exam. Second, English teaching and English learning is particularly weak in poor rural China (Hu, 2005;Li, 2002;Zhao, 2003). Studies have shown that a low English score is one of the most important reasons that are keeping rural students from attending high school in China (Loyalka, 2014).…”

Section: Experiments Arm/interventionmentioning

confidence: 99%

“…Studies have shown that a low English score is one of the most important reasons that are keeping rural students from attending high school in China (Loyalka, 2014). English teachers are also of notoriously poor quality in rural China (Hu, 2005(Hu, , 2009. Because of this, we decided to try to use ICT to improve the English teaching/learning in rural schools.…”

Section: Experiments Arm/interventionmentioning

confidence: 99%

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The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

Bai

Zhang

et al. 2016

Computers & Education

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a b s t r a c tRecent attention has been placed on whether integrating Information Communication Technology (hereafter, ICT) into education can effectively improve learning outcomes. However, the empirical evidence of the impact of programmes that adopt ICT in schooling is mixed. Theory suggests it may be due to differences in whether or not the ICT programmes are integrated into a teaching programme of a class. Unfortunately, few empirical studies compare the relative effectiveness of programmes that integrate ICT into teaching with the ones that do not. In order to understand the most effective way to design new programmes that attempt to utilize ICT to improve English learning, we conducted a clustered randomized controlled trial (RCT) with some schools receiving ICT that was integrated into the teaching programme of the class; with some schools that received ICT without having it integrated into the teaching programme; and with other schools being used as controls. The RCT involved 6304 fifth grade students studying English in 127 rural schools in rural China. Our results indicate that when the programme is integrated into the teaching programme of a class it is effective in improving student test scores relative to the control schools. No programme impact, however, is found when the ICT programme is not integrated into the teaching program. We also find that when ICT programmes are integrated into teaching, the programmes work similarly for students that have either high or low initial (or baseline) levels of English competency. When ICT programmes are not integrated with teaching, they only raise the educational performance of English students who were performing better during the baseline.

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Section: Experiments Arm/interventionmentioning

confidence: 99%

Section: Experiments Arm/interventionmentioning

confidence: 99%

The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

Bai

Zhang

et al. 2016

Computers & Education

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“…For instance, a recent reform in Japan that reduced hours of -among other subjects -foreign languages intended to provide students with more flexibility for their curricula, see Butler and Iino [2005]. The historical motive for foreign language teaching (English) in China, after the end of the Mao era, and as stated by Deng Xiaoping, was to enable citizens to acquire the latest know-how related to scientific and technical knowledge, see Hu [2005]. If this knowledge is acquired by studying abroad, then indeed foreign language teaching will foster migration.…”

Section: Resultsmentioning

confidence: 99%

Does Foreign Language Proficiency Foster Migration of Young Individuals within the European Union?

Fenoll¹,

Kuehn²

2016

The Economics of Language Policy

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 8250 June 2014 ABSTRACT Does Foreign Language Proficiency Foster Migration of Young Individuals within the European Union?Speaking the language of the host country eases migrants' integration and tends to boost their economic success in the country of destination. However, the decision to acquire language skills may in itself be determined by the intention to migrate. In addition, conditional on being a migrant, the relation between language skills and migrants' integration and economic success goes both ways. Using data on the study of foreign languages during compulsory education in European countries, we test whether and how much language proficiency determines migration flows across Europe. The European Union with basically unlimited labor mobility and pronounced differences in youth unemployment rates provides an ideal testing ground for our hypothesis. We find that speaking the language of a country increases the likelihood to migrate to that country almost fivefold.JEL Classification: J61, I20, F22

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“…Meanwhile in China, as the raise of expectation to include communicative pedagogy in English teaching, task based teaching is eventually purchased in National Standard of English Language (Hu, 2005). Simultaneously, "the National English Curriculum in Korea also focusses on task-based approach" (Lee, 2005, p. 186).…”

Section: Tblt In Asian Countries: Phenomenon and Major Constraintsmentioning

confidence: 99%

Revisiting the Implementation of Task-Based Language Teaching (Tblt) in Indonesian Secondary School: Current Issues and Possibilities

Ismail

2017

pijss

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English Language Education in China: Policies, Progress, and Problems

Cited by 290 publications

References 17 publications

The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China

Does Foreign Language Proficiency Foster Migration of Young Individuals within the European Union?

Revisiting the Implementation of Task-Based Language Teaching (Tblt) in Indonesian Secondary School: Current Issues and Possibilities

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