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CHINESE EFL TEACHERS’ APPLICATION OF E-EDUCOLOGY OF FOREIGN LANGUAGES: AN INVESTIGATION BASED ON TPACK FRAMEWORK

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Xiaobin L., Wei Z., Huiwen Z., Lijun J.

Teaching English with Technology

2014

vol. 14

issue 1

49-75

For the past few years, TPACK has become a hot issue in the research fields of teacher education, integration of Information Technology (IT) and curricula as well as teacher knowledge. Besides, more and more concerns have been on TPACK of teachers in different subjects. Based on the TPACK Theory, the author uses questionnaires and interviews to investigate practical application status of Educology of Foreign Languages among English teachers involved in National English Teachers Training Project. The author also offers strategies and suggestions for trainings on Educology of Foreign Languages. The results show that the practical application of English teachers stays pessimistic in that teachers are far from the criterion required in terms of TPACK.

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

100%

Ma M., Bui G.

Studies in Second Language Learning and Teaching

2021

vol. 11

issue 3

445-472

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

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1 Studies in Second Language Learning and Teaching

1 Teaching English with Technology

1 Bui G.

1 Huiwen Z.

1 Lijun J.

1 Ma M.

1 Wei Z.

1 Xiaobin L.

1 2021

1 2014

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CHINESE EFL TEACHERS’ APPLICATION OF E-EDUCOLOGY OF FOREIGN LANGUAGES: AN INVESTIGATION BASED ON TPACK FRAMEWORK

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study