The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the inva...The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.展开更多
While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,littl...While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.展开更多
Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thes...Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.展开更多
Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of imp...Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.展开更多
测评对英语作为外语(English as a Foreign Language,EFL)的教和学影响深远。形成性评估是“面向学习的测评(learning-oriented assessment,LOA)”必不可少的基础,其概念化和实施已然成为近年来语言测试和外语教育研究的焦点。当前,形...测评对英语作为外语(English as a Foreign Language,EFL)的教和学影响深远。形成性评估是“面向学习的测评(learning-oriented assessment,LOA)”必不可少的基础,其概念化和实施已然成为近年来语言测试和外语教育研究的焦点。当前,形成性评估在教育政策如中国国家课程标准中的强制性作用日益凸显。然而,在中国外语教育中,为应对教育政策要求,初中英语教师如何理解和解释形成性评估以及如何在课堂中进行LOA实践,在很大程度上仍然是未知的。为探索该问题,本研究以中国西南地区某城市的三位初中英语教师为例,探讨他们的评价理念和LOA教学实践。研究共收集三位教师的15节备考课堂观察数据和3次半结构化访谈数据。研究结果显示,三位教师对LOA的概念有不同的理解和解释,而教师们的课堂实践也体现了她们的理解。尽管教师们在一个重视考试的环境中工作,但研究表明她们会通过不同的LOA实践来促进学生们的英语学习。例如,教师会向学生提供基于其学习情况的口头反馈;教师会通过分组和同伴评价等方式在学生中实行以学习者为中心的任务和互动活动,从而促进学生的互相学习并帮助他们的理解;教师也鼓励学生们发展自主学习能力。这些研究发现能够为在以重视考试的英语学习背景下实现LOA提供可借鉴的方法。展开更多
By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomou...By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.展开更多
基金supported by the project of Research on Educating Excellent Foreign Language Teachers in the New Era supported by China National Social Science Foundation (19BYY220)。
基金sponsored by the Research Project of Jiangsu Social Science Fund Project,entitled“Research on Irrational Expression of Crisis Discourse”(Grant No.21YYD001)Basic Foreign Language Education Research Project of Changshu Institute of Technology,entitled“A Study on the Regulation Mechanism of Professional Happiness of Foreign Language Teachers in Primary and Secondary Schools from the Perspective of Positive Psychology”(Grant No.2022cslgwgy008).
文摘The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.
基金the Humanities and Social Sciences Project,China’s Ministry of Education(Grant Number:22YJA740016)the Key Project of Hubei Provincial Department of Education Philosophy and Social Science Research Fund(No.21ZD051)the Teaching and Research Fund of Hubei University of Technology(No.Xiao2022018).
文摘While a plethora of studies has been conducted to explore demotivation and its impact on mental health in second language(L2)education,scanty research focuses on demotivation in L2 speaking learning.Particularly,little research explores the measures to quantify L2 speaking demotivation.The present two-phase study attempts to develop and validate an English Speaking Demotivation Scale(ESDS).To this end,an independent sample of 207 Chinese tertiary learners of English as a Foreign Language(EFL)participated in the development phase,and another group of 188 Chinese EFL learners was recruited for the validation of the scale.Exploratory Factor Analysis(EFA)and Confirmatory Factor Analysis(CFA)were employed to determine the factor structure of the scale.The EFA results revealed a six-factor solution with Teacher-related Factors in Learning Spoken English(TFLSE),Interest and Valence in Learning Spoken English(IVLSE),Self-efficacy in Learning Spoken English(SELSE),Negative Peer Influence in Learning Spoken English(NPILSE),Undesirable Environment for Learning Spoken English(UELSE),and Negative Influence of Assessment and Learning Materials in speaking class(NIALM).In the validation phase,Confirmatory Factor Analysis(CFA)was performed to validate the internal structure of the scale.The CFA results showed that the model fits the data well.Overall,the ESDS is a robust and trustworthy psychometric tool that could be utilized to examine L2 speaking demotivation.Implications for diminishing EFL learners’demotivation,lessening their aversive emotions and promoting their mental health are also discussed.
文摘Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.
文摘Recent years have witnessed the rise and popularity of blended teaching for EFL students,yet the lack of face-to-face communication and insufficient interaction lead researchers and educators to explore methods of improving the effectiveness of teaching.Peer feedback,a teaching strategy used to raise the bars by exposing instructions to a new teaching perspective to enhance students’online and offline collaboration,has received the lion’s share of attention in recent studies.On the basis of literature review,class records,and interviews,this paper,in hope of supporting advances in teachers’practice and field researches,examines the possible approaches to effectively implementing the application of peer feedback in blended teaching mode with a special focus on teachers’roles.
文摘测评对英语作为外语(English as a Foreign Language,EFL)的教和学影响深远。形成性评估是“面向学习的测评(learning-oriented assessment,LOA)”必不可少的基础,其概念化和实施已然成为近年来语言测试和外语教育研究的焦点。当前,形成性评估在教育政策如中国国家课程标准中的强制性作用日益凸显。然而,在中国外语教育中,为应对教育政策要求,初中英语教师如何理解和解释形成性评估以及如何在课堂中进行LOA实践,在很大程度上仍然是未知的。为探索该问题,本研究以中国西南地区某城市的三位初中英语教师为例,探讨他们的评价理念和LOA教学实践。研究共收集三位教师的15节备考课堂观察数据和3次半结构化访谈数据。研究结果显示,三位教师对LOA的概念有不同的理解和解释,而教师们的课堂实践也体现了她们的理解。尽管教师们在一个重视考试的环境中工作,但研究表明她们会通过不同的LOA实践来促进学生们的英语学习。例如,教师会向学生提供基于其学习情况的口头反馈;教师会通过分组和同伴评价等方式在学生中实行以学习者为中心的任务和互动活动,从而促进学生的互相学习并帮助他们的理解;教师也鼓励学生们发展自主学习能力。这些研究发现能够为在以重视考试的英语学习背景下实现LOA提供可借鉴的方法。
文摘By analyzing the English learning logs of 12 students in a provincial university in south-west China after they had been exempted from taking college English courses,this study investigated college students’autonomous EFL(English as a foreign language)learning after course exemption,including the use of mediational means in EFL learning,EFL learning hours,and other factors affecting EFL learning,in the hope of giving new perspectives on college ELF curriculum design,teaching,and education management.
