English Language Teaching in China: Developing Language Proficiency Frameworks

Liu, Jianda; Pan, Mingwei

doi:10.1007/978-3-319-58542-0_28-1

Cited by 2 publications

(2 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In-house English tests are created based on local needs, thus often operating based on different standards (He, 2019). Since an important mission of CSELA is to provide an overarching framework for English testing in China (Liu, 2015), it indicates that investigating the consistency between existing in-house tests and CSELA is imperative. In this topical domain, studies have reported positive results after adopting CSELA in in-house English tests and provided suggestions to further refine the standard.…”

Section: Recent Research On China’s Standards Of English Language Abi...mentioning

confidence: 99%

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Sang

2023

Sage Open

View full text Add to dashboard Cite

The birth of China’s Standards of English Language Ability (CSELA) marks a new era of English education in China. As the country’s first national English standard, CSELA is expected to significantly refine the current system of English assessment and further improve the quality of English education. Due to its relatively short history, there is still much unknown about the impact that CSELA may have on English teaching, learning, and testing. Therefore, this study is conducted to demonstrate how Chinese English teachers in higher education view this new standard of English. Based on semi-structured interviews with 15 university English teachers divided into three focus groups, findings demonstrate that practitioners generally hold positive attitudes toward CSELA in terms of its possible contribution to English teaching and learning. In the meantime, English teachers also share certain concerns, especially about their unpreparedness with the new standard. Finally, participants further express their needs in English teaching, as well as their desire to be more deeply involved in policy making processes. These results provide important information to enrich the field’s knowledge about CSELA. A set of implications emerge based on these findings.

show abstract

Section: Recent Research On China’s Standards Of English Language Abi...mentioning

confidence: 99%

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Sang

2023

Sage Open

View full text Add to dashboard Cite

show abstract

“…All the dimensions are interrelated and supported to reflect the core value of the English course. In view of this, numerous factors such as thematic content, text structure, language knowledge, and non-language factors have been put forward in assessing students' reading literacy (Wang, 2012;Liu and Wu, 2019). It is believed that reading comprehension ability is the result of the joint action of a series of reading behaviors of identification, analysis, and critical evaluation.…”

Section: Reading Literacy Assessment In Efl Contextmentioning

confidence: 99%

Development of the reading literacy questionnaire for EFL learners at primary schools

Kang

Shao

2023

Front. Psychol.

View full text Add to dashboard Cite

Previous studies have indicated that there are a variety of factors influencing reading literacy assessment, including linguistic, cognitive, and affective factors, but little has been done on how to integrate these influential factors reasonably in a reading literacy instrument. As such, the purpose of this study is to develop and validate an English Reading Literacy Questionnaire (ERLQ) for English as foreign language (EFL) learners at the elementary level. The ERLQ was designed and revised through three rounds of validation with a sample of 784 pupils (Grades 3–6) in six primary schools from six provinces in China. Validity and reliability tests of the questionnaire were conducted with item analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), reliability test, and the analysis of criterion validity in SPSS 26.0 and AMOS 23.0. Results indicated that the revised ERLQ had high internal consistency, ranging from 0.729 to 0.823. The criterion validity of the ERLQ was supported by significant correlations to the Chinese Students’ English Rating Scale verified by the authoritative department, with a correlation coefficient of 0.871. The study shows that the revised questionnaire, with 3 dimensions of 14 items, has high reliability and validity, which can be used as an assessment instrument for the intended audience. It also suggests that modifications may be made for further use in other regions and countries, depending on the background information of the learners.

show abstract

English Language Teaching in China: Developing Language Proficiency Frameworks

Cited by 2 publications

References 17 publications

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Development of the reading literacy questionnaire for EFL learners at primary schools

Contact Info

Product

Resources

About