An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

How Teachers' Attitudes During Error Treatment May Influence Students' Oral English Competence

Usually, Chinese EFL students make satisfactory progress in reading, grammar and writing. However, it is very difficult for them to transmit messages, exchange thoughts in English. I conducted a questionnaire in Inner Mongolia Teachers’ University and found out that when the students come to speak English, they tend to appear frustrated, lack confidence on the grounds of fear of making errors, which may be closely related to the teachers’ attitudes towards students’ errors. Therefore, it is essential for English teachers to have proper attitudes to errors in English teaching. The paper discusses some important strategies on whether, when and how speaking errors should be corrected based on some researchers’ views and on a small scale of experiment for the purpose of helping teachers deal with students’ errors effectively in communication.

Overview of Students' Attitudes towards Non-native English Speaking-Teachers

It is reported that non-native English Speaking Teachers’knowledge and performance are subordinate to Native English Speaking Teachers’and students hold a negative attitude towards non-native English Speaking Teachers.The paper explores students’attitudes towards both groups of teachers from previous studies,suggests school administrators not rush to employ Native English Speaking Teachers before considering students’attitudes and recommends non-native English Speaking Teachers to enhance English proficiency,capitalize on pedagogical skill,interpersonal skill and personal qualities for effective teaching.

Exploration of the Evolution of Teacher Roles and Professional Development Needs Among University English Instructors

The role of university English instructors has evolved significantly over the years,encompassing various aspects.This paper explores the evolution of the role of university English instructors and examines the current challenges and opportunities they face in today’s educational landscape.It delves into the multifaceted nature of their responsibilities and discusses the importance of continuous professional development to meet the evolving needs of students and the demands of the profession.

On the Reconstruction of Teachers’Role of Business English Reading Classroom Teaching Based on Literature Circle

Business English reading teaching under the mode of“literature circles”focuses on cultivating students’autonomy in reading,group cooperation,and the exchange of ideas among group members.In this teaching mode,teachers are no longer the masters of the reading classroom,but the helpers,participants,and researchers in the process of students’reading.The reconstruction of teachers’role can promote the benign development of relationship not only between teachers and students,but also between students and students,inject new impetus and vitality into the classroom,and improve students’reading literacy.

Chinese EFL Teachers' Attitudes toward Corpus Use in Collocation Instruction

The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.

A Survey on the Evaluation Literacy of College English Teachers Under the Online Teaching Mode

Under the online teaching model,the evaluation literacy of college English teachers has become one of the critical factors affecting students’learning effects[1].This study uses a self-compiled questionnaire to investigate the current status of evaluation literacy of college English teachers under the online teaching model from four aspects:evaluation awareness,evaluation knowledge,evaluation ability,and evaluation ethics.The results show that college English teachers’overall evaluation literacy level is relatively high,but there are areas for improvement.Based on the survey results,suggestions are put forward to improve teachers’evaluation literacy,such as changing teaching concepts and increasing self-reflection;strengthening training and learning to enhance professional development awareness;conducting cooperative research and emphasizing team strengths.

Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups;key nutrients provided by each food group, The Australian Guide to Healthy Eating;food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%);“sharing information about food labels with your family” (52.4%);“reading food labels when you go shopping” (50.0%);“changing what is on your dinner plate each night” (44.2%);“vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

Native-speakerism in ELT:A Survey of the Attitudes of Students and Teachers in China

This article reports part of the findings of an investigation into the attitudes of Chinese English as a foreign language(EFL)education students and teachers toward Native-speakerism.Data were collected through two sets of questionnaires from 976 students and 146 teachers engaged in College English(CE)programs at six Chinese universities.The analysis of data reveals that the participants as an entirety:(a)endorse native speaker(NS)teachers,NS English and pronunciation;(b)anticipate the localization of teaching approaches emanating from the English speaking West;and(c)expect English textbooks multicultural in content.It was also found that teachers are more supportive of NS teachers and NS English while Inner Circle(Kachru,1985)teaching approaches and multicultural textbooks are more popular with students.All these findings indicate the persistence of Native-speakerism in China’s EFL education as well as the ideological resistance from Chinese EFL education stakeholders.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

A Qualitative Study Examining Macao’s Parents’Attitude towards Native and Non-native English-speaking Teachers for Private Online Synchronous One-on-one English Lessons

In terms of English learning,whether native English-speaking teachers(NESTs)surpass non-native English-speaking teachers(NNESTs)or vice versa has been a heated topic.These two types of teachers have their own respective benefits and drawbacks with respect to English teaching.Most of the current related studies are on the traditional educational classroom setting in both secondary school and higher education.However,the study of the virtual learning platform as a method of teaching English is rare.This research displays valuable significance in identifying whether parents in Macao have a preference towards NESTs and NNESTs before they purchase the online synchronous one-on-one English lessons for their children.This qualitative study,after two participants were interviewed,concludes that they both prefer NESTs due to their authentic accent and pronunciation and believe it is more suitable in such a speaking-andlistening oriented online lesson.Price is not the prioritized factor to consider.They are generally satisfied with the teaching style of the online NESTs but it is also important to take note of the teaching approach conducted in the online lessons towards children,to ensure that it holds their interest appropriately.

Student and Teacher Attitudes towards the Role of the Mother Tongue in English Class:Report of a Questionnaire Study

This article presents the results of a questionnaire study on the role of the mother tongue in English class. The participants were 50 students and 10 teachers. The goal of the study was to investigate (1) the attitudes of both teachers and students towards the use of Chinese; (2) the actual and potential function of Chinese in English class. The results of this study indicate that Chinese was still quite extensively used in English class,that both the teachers and the students respond positively to a reasonable use of the mother tongue,and that the use of the mother tongue is perceived helpful for English studies.

A Study on the Effects of English Teachers' Nonverbal Behavior on the Classroom Teaching in Higher Vocational College

The two main communications between the teacher and students in the classroom teaching are teachers' verbal and nonverbal behavior. The teachers teach students knowledge in words and convey a large amount of information using nonverbal behavior. These nonverbal behavior exert a subtle influence on the students, thus affect the classroom teaching. The English teachers' classroom nonverbal behavior in a higher vocational college in Gansu province was investigated through questionnaires. The results indicate that the teachers' behaviors affect the different aspects of students and then influence the effectiveness of teaching on English classroom teaching in higher vocational college.

Motivation and Role of College English Teachers

Motivation has important implications for learning. As College English teachers, knowing how to promote the motivation of learners will push learners to engage actively and productively in learning activities. There are three aspects about enhancing motivation.

The Roles of Teachers in English Teaching

The issue of improving the efficiency of college English teaching and learning has long puzzled our educators and English teachers.There are many ways to help the solving of the problem,but in China,where English is mainly taught in classroom,the teacher is a very important factor to influence the result of English teaching.In order to solve the problem,the teacher must know exactly what roles he should play in the process of teaching and make some changes in his old teaching methods.

A Study on Teachers'and Students'Beliefs about English Teaching

Teacher and learner beliefs have been found to play an important role in EFL teaching and learning.The present em pirical study explores a group of college teachers'and students'beliefs about English teaching by using questionnaire.The statisti cal result shows that teachers and students have divergent views about many issues in English teaching.

Reflecting Teaching——An Effective Strategy of College English Teachers' Autonomous Development

Reflecing teaching is an effective way for college English teachers' autonomous development, college English teachers must concern about it. There are some Some specific ways of reflecting teaching for college English teachers, such as: Teaching journals, Surveys and questionnaire, Lesson reports, Audio or video recording of lesson, Observation. If these ways can be involved in the daily teaching, college English teachers' ability will be improved greatly.

On Cultural Identity of Teachers in Teaching English

English teaching is a big project in China,whenever we teach English,we transmit western cultures,when taking in the essence of western culture,students also receive the bad things of western culture.Besides,because of learning English,many students know less and less about their own culture and are not interested in learning it.So there is a clash between Chinese cul ture and western culture.So English teachers face a problem:what is their cultural identity in English teaching?Based on the anal ysis of the necessity,demerits and clash of English language and culture teaching,this paper attempts to discuss about teachers’cultural identity in teaching English.