Beliefs about Language Learning Held by Pre-service Teachers:A case study

Language learning beliefs play a very important role in influencing learners' attitudes,motivations and also shape their experiences and actions in classroom.Successful learners develop insightful beliefs about language learning process,their own abilities and the use of effective strategies.However language learning beliefs can be different because of individual learner differences and contextual diversity.This study aimed at exploring beliefs about language learning held by pre-service teachers.159 pre-service teachers majoring in English at Qianan Normal College for Nationalities participated in the study.A 34-item questionnaire adapted from Horwitz's(1987) BALLI was used to collect the data.The results were reported and discussed from the following five aspects:1) beliefs about foreign language aptitude,2) beliefs about difficulty of language learning,3) beliefs about nature of language learning,4) beliefs about learning and communication strategies,and 5) beliefs about motivation and expectations.Suggestions on pedagogical implications and for future research were also indicated.

Systematizing Teacher Development:A Review of Foreign Language Teacher Learning

Foreign language teaching practice is developing rapidly,but research on foreign language teacher learning is currently relatively fragmented and unstructured.The book Foreign Language Teacher Learning,written by Professor Kang Yan from Capital Normal University,published in September 2022,makes a systematic introduction to foreign language teacher learning,which to some extent makes up for this shortcoming.Her book presents the lineage of foreign language teacher learning research at home and abroad,analyzes both theoretical and practical aspects,reviews the cuttingedge research results,and foresees the future development trend,painting a complete research picture for researchers in the field of foreign language teaching and teacher education as well as front-line teachers interested in foreign language teacher learning.This is an important inspiration for conducting foreign language teacher learning research in the future.And this paper makes a review of the book from aspects such as its content,major characteristics,contributions and limitations.

Research on the Lifting Path of Data Literacy Ability of Applied University Teachers under the Perspective of Organizational Learning

With the arrival of the big data era, the modern higher education model has undergone radical changes, and higher requirements have been put forward for the data literacy of college teachers. The paper first analyzes the connotation of teacher data literacy, and then combs through the status quo and dilemmas of teachers’ data literacy ability in applied universities. The paper proposes to enhance the data literacy ability of teachers from the perspective of organizational learning. Through building a digital culture, building a data-driven teaching environment, and constructing an interdisciplinary learning community to further promote the application of the theory and practice of datafication inside and outside the organization, and ultimately improve the quality of teaching.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Three Subjects and Seven Duties Model:Empowering Informatization Teaching Ability of Pre-Service Teachers

By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.

Exploration of University English Teachers’Acceptance and Willingness to Use Learning Management System Data Analysis Tools

This study investigates university English teachers’acceptance and willingness to use learning management system(LMS)data analysis tools in their teaching practices.The research employs a mixed-method approach,combining quantitative surveys and qualitative interviews to understand teachers’perceptions and attitudes,and the factors influencing their adoption of LMS data analysis tools.The findings reveal that perceived usefulness,perceived ease of use,technical literacy,organizational support,and data privacy concerns significantly impact teachers’willingness to use these tools.Based on these insights,the study offers practical recommendations for educational institutions to enhance the effective adoption of LMS data analysis tools in English language teaching.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

Language teachers should develop students' vocabulary learning skills

It is self-evident that vocabulary work is the most essential and necessary task in foreign language accepition. English language teachers should develop students’ vocabulary learning skills.

Narrative Inquiry into Knowledge Generation in Teacher and Learner Learning Community

Narrative inquiry is applied to discuss the knowledge generation in teacher and learner learning community,which consists of one English teacher and 27 freshmen in a university in China.It is based on the social constructivism and cooperative learning theories.With the guidance of constructivists' knowledge conception,it aims to illuminate how knowledge is generated in a learning community.Class observation,interview,and journals were applied to collect data in the research.Analysis of the data enables the researcher to arrive at the argument that learners' prior personal and students themselves as knowledge resource are vital for knowledge generation.Furthermore,learning community provide a safe context for knowledge generation.

A Novel Graph Structure Learning Based Semi-Supervised Framework for Anomaly Identification in Fluctuating IoT Environment

With the rapid development of Internet of Things(IoT)technology,IoT systems have been widely applied in health-care,transportation,home,and other fields.However,with the continuous expansion of the scale and increasing complexity of IoT systems,the stability and security issues of IoT systems have become increasingly prominent.Thus,it is crucial to detect anomalies in the collected IoT time series from various sensors.Recently,deep learning models have been leveraged for IoT anomaly detection.However,owing to the challenges associated with data labeling,most IoT anomaly detection methods resort to unsupervised learning techniques.Nevertheless,the absence of accurate abnormal information in unsupervised learning methods limits their performance.To address these problems,we propose AS-GCN-MTM,an adaptive structural Graph Convolutional Networks(GCN)-based framework using a mean-teacher mechanism(AS-GCN-MTM)for anomaly identification.It performs better than unsupervised methods using only a small amount of labeled data.Mean Teachers is an effective semi-supervised learning method that utilizes unlabeled data for training to improve the generalization ability and performance of the model.However,the dependencies between data are often unknown in time series data.To solve this problem,we designed a graph structure adaptive learning layer based on neural networks,which can automatically learn the graph structure from time series data.It not only better captures the relationships between nodes but also enhances the model’s performance by augmenting key data.Experiments have demonstrated that our method improves the baseline model with the highest F1 value by 10.4%,36.1%,and 5.6%,respectively,on three real datasets with a 10%data labeling rate.

Teacher Learning In Language Teaching

This paper introduces a field of educational research called teacher learning as it applies to the teaching of second languages. Untilrecently, the study of second language teacher education is focused mainly on the knowledge base and teaching skills of teachers and teachers-inpreparation. The collection thus helps establish a research base for teacher learning within second language teacher education.

The mismatch of beliefs about learning English between Chinese university students and teachers

The present investigation aims to explore the existence of differences of beliefs about learning English held by Chinese non-English major university students and their teachers of English in the southwest of China. Two questionnaires were used to collect the data. Chi-square （Z2） tests were used to analyze the quantitative data from both students＇ and teachers＇ questionnaires. The results of the chi-square （Z2） tests revealed that 34 out of 44 （plus 2 additional） items of beliefs varied significantly between teachers and students.

Strategies on Promoting Transformative Learning of College English Teachers

Based on the previous case study in promoting transformative learning of college English teachers,who participated in a three-month online training courses,the article made a further research and concluded four strategies on promoting transformative learning of college English Teachers.

A Task-oriented Approach to the Pre-service Teacher Education in the Classroom of English Teaching Methodology （ETM）

This paper concerns itself with a task-oriented approach to the pre-service teacher education in the Classroom of English Teaching Methodology （ETM）. We attempt to use an explicit theoretic framework to guide the practice of ETM classroom in teacher education. The basic assumption is that we can use methodology which we use in teaching language, and apply those techniques and methods to train student teachers. By this approach the student teachers can adopt a research orientation to their own classrooms and their own teaching, an inquiry-based and discovery-oriented approach to learning is greatly emphasized, and they also can form the habit of generating theories and hypotheses and reflecting critically on teaching.

Teacher Expectations for Student Learning in the Classroom

This paper is a discussion of the issues about teacher expectations for students＇ learning in the classroom. The discussion mainly focuses on such topics as the types of expectation effects, the sources of teacher expectations and the communication of teacher expectations. It is concluded that teacher expectations do play an important role in classroom teaching and learning, and therefore some suggestions are made for the peer teachers.

A Research of Pre-service Teachers' Lead-in Strategies in English Teaching

Lead-in, referring to the teaching activities at the very beginning of a class, is one of the most basic steps in English classroom teaching. Short though it is, it plays an essential role in arousing students' attention, stirring up students' interest, enhancing their motivation, activating the atmosphere of classroom teaching, and achieving teaching objectives. Based on the previous literature about lead-in, the author first discusses the importance and functions of lead-in, and then analyzes some lead-in strategies on the basis of the 17 teaching cases of pre-service English teachers.

Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

Transformative Learning:Intercultural Adaptation of Chinese Teachers at the Confucius Institute in Spain

In recent years there has been a proliferation of studies demonstrating the value of teaching abroad as much for its benefits for the training and professional development of these teachers,as for its impact and beneficial effects on students.This article uses transformative learning as a theoretical framework to interpret the achievements associated with the experience of teaching abroad,and to identify and analyze different motivational factors,adjustments,changes,challenges,and perspectives of Chinese teachers linked to a Confucius Institute in Spain,through a qualitative analysis of narratives elicited through in-depth interviews and focus groups.It highlights the role and potential of the transnational,intercultural experience of these teachers as authentic actors in the part played by the Confucius Institutes in language teaching and the promotion of Chinese culture,indicating many issues including language difficulties,professional adjustment,ideas about education,beliefs of teachers and the management of the program.

ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.