THE EFFECTS OF FLIPPED CLASSROOM TEACHING MODEL ON EFL
STUDENTS’ COLLEGE ENGLISH LEARNING ATTITUDE
Huang Xuelian
ABSTRACT
As an important part of aesthetic education, music education plays an irreplaceable role. It has
a very positive impact on the adjustment of students' mental health, including mobilizing
students' enthusiasm for learning and stimulating perceptual cognition. In addition to
professional music colleges and universities, in recent years, many colleges and universities
have begun to pay more attention to aesthetic education, especially music education, and have
successively opened some related courses. This paper takes the domestic science and
engineering colleges and universities as the research starting point, and conducts a series of
researches on the current situation, problems and solutions of music education in science and
engineering colleges and universities.
Keywords: Aesthetic education science, Engineering colleges music education
IMPACT OF CHANGE MANAGEMENT ON CURRICULUM FOR MINORITY
FOUNDATION STUDENTS’ IDENTITY IN EAST COAST PUBLIC UNIVERSITIES
IN CHINA
Huang Yi & Sheiladevi Sukumaran
ABSTRACT
This study illustrated practical pedagogy of ethnic identity for minority foundation students.
Participants were minority students who had enrolled for the bridge year between
undergraduate and senior high school with the policy from National College Entrance
Examination. This study aims to focusing on the analysis and implication of ‘Ideological and
Political Education’ (IPE) to the curriculum design for ethnic minority students in their
foundation year. With an explanatory sequential design, this study conducted with
quantitative research by using SPSS to analyze the data, and followed up with qualitative
data interpretation with NVivo. An adapted questionnaire was distributed and returned with
67 effective answers. Furthermore, 3 semi-structured interviews were carried out for
qualitative analysis. By analyzing both phases, IPE was the major contribution for the
solution of Education for Sustainable Development (ESD) under Chinese circumstances of
sustainable change management in education of minority foundation students. Conclusion
for this research was to obtain a sustainable change management for HEIs, teaching quality,
curriculum settings, and content of textbook were the major indicators of IPE that impacted
exploration, commitment, resolution, and affirmation in ethnic identity of minority foundation
students. This paper rectified problems and challenges of change management for ethnic
minority foundation students, and the coping strategies of change management which IPE
lies, for ethnic students’ curriculum settings in HEIs (Higher Educational Institutions). A
framework has been constructed between change management and curriculum with
education policy of IPE.
Keywords: Change Management, Curriculum, IPE, ESD
PERSPECTIVES ON THE IMPLEMENTATION OF ONLINE CHILDREN’S
CONTEMPORARY LITERATURE PROGRAMME (CCLP) IN MALAYSIAN
PRIMARY ESL CLASSROOMS: A CASE STUDY
Kartikeya A/L Murali & Gurnam Kaur Sidhu
ABSTRACT
Literature is a window to the world and a pleasurable route to language learning as it exposes
readers to diverse language skills, cultures whilst enhancing their reading habits and
creativity. In Malaysia, primary school pupils are exposed to English literature via the
Children’s’ Contemporary Literature Program (CCLP). Due to Covid19 pandemic, the
implementation of CCLP shifted to online learning. The main aim of this study was to explore
the perspectives both ESL upper primary pupils and teachers on the implementation of the
online CCLP. The study employed a descriptive research design with mixed methods
approach. It involved 80 pupils and two (2) ESL teachers from one randomly selected National
Type Tamil Primary school in Kuala Lumpur. Data were collected via a questionnaire and semi-
structured interviews. The quantitative data were analysed using SPSS Version 27.0 while
qualitative data were thematically analysed findings of the study revealed that both pupils and
teachers held a positive perception towards the objectives of CCLP whilst the online
implementation was viewed as moderately successful. The challenges faced included lack of
technological assistance, time constraint and lack of parental support and guidance in online
learning. The
findings suggest in-house training for teachers and better implementation of CCLP for holistic
enhancement for the English language proficiency among primary pupils. Theoretically, it
contributes to online implementation of CCLP. In terms of practice, it calls for a revitalization
of CCLP
Keywords: ESL classroom, literature, CCLP, perception, challenges
MULTIPLE IDENTITIES: FEMALE CHINESE RESEARCHERS’ CONUNDRUM
OF WORK-LIFE BALANCE
Li Anan & Sook Jhee Yoon
ABSTRACT
There are more female university lecturers in Chinese universities today compared to the past
decades (Ruan & Zheng, 2019 ; Liu, Li & Wu, 2020).However, conflicts caused by multiple
identities continues to be one of the major challenges faced by female researchers in China.
This presentation aims to explore how female researchers navigate the challenges arisen from
their multiple identities. This study adopted case study design. Data was gathered at a
university in Hebei Province of China using in-depth interviews, photos and documents
analysis. The findings presented are elicited from two female researchers from different
departments in the university. The findings identified several categories of conflicts between
professional identity and gender identity. The findings also show how female researchers
attempted overcoming the conflicts they faced through active positioning and dynamic
interactions with the environment. The study provides insights to other female researchers who
aspire to be active in research as well as fulfilling their duties in other identities.
Keywords: Female Researchers, Multiple Identities, Work-Life Balance
THE INTEGRATION OF CRITICAL THINKING IN COLLEGE ENGLISH
TEACHING VIA ONLINE PLATFORMS IN A PUBLIC UNIVERSITY IN SHANXI
PROVINCE CHINA
Li Hong
ABSTRACT
Critical thinking (CT) is the key component of higher education and intellectual inquiry in
learning. CT can be cultivated in the classroom and through language teaching, so it is
critical to incorporate the cultivation of CT ability into College English. Meanwhile, direct
engagement and online collaborative learning can promote more sophisticated thought
among students. It is urgent to explore effective classroom instructional strategies of
critical English teaching and make them into the daily teaching practice of all college
educators. Therefore, this study is to explore English educators’ instructional strategies of
the integration of CT in College English teaching via online platforms at a public university.
In accordance with the purpose, a mixed methodology with a quasi-experimental design
will be used and pertained to a one-semester College English course that will be taught by
the educators in a naturalistic setting. Non- probability sampling, in specific, purposive
sampling will be employed and participants include two parts: educators and students. The
sample size of the educators will be five while of the students will be nearly 260. This study
will advance knowledge of how to develop CT proficiency through online platforms while
instructing College English. Meanwhile this study
may help Chinese non-English majors to improve their CT ability which is significant for their
English learning and future job-hunting. Moreover, this study will particularly be beneficial for
College English educators and university administrators to extract the most appropriate
strategies and put forward new policies to improve educators’ performance via online
platforms.
Keywords: critical thinking, instructional strategies, College English
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK): AN
EMERGING MODEL AND DEVELOPMENT RESEARCH TOOL FOR TEACHERS
Li Jinyao
ABSTRACT
This paper introduces a model called Technological Pedagogical Content Knowledge (TPACK)
which integrates technology with teacher knowledge. TPACK was developed by Koehler and
Mishra in 2006 by combining Shulman’s Pedagogical Content Knowledge (PCK) and technology
knowledge (1986). TPACK is a complex interaction among three components of knowledge,
namely, Content, Pedagogy, and Technology. These three components interact together and
contributes to creating flexible knowledge where there is an integration of technology in
teaching and learning. When two or three of the components are combined randomly, the
complexity of the interplay of knowledge components becomes apparent and maybe projected
as Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK),
Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK),
Pedagogical Content Knowledge (PCK), and TPACK. With the emergence of this theory and
model, researchers have introduced the TPACK construct in their research
and teaching development projects. The study aims to introduce the current research
development regarding TPACK in teaching and learning. This study is a narrative review of
articles published on TPACK. The Bibliometrics research method was employed. Since the
TPACK framework was developed, researchers conduct their studies in examining TPACK in
subject-specific contexts, investigate TPACK development in various teacher development
contexts, and assess the TPACK construct in teaching and learning. The TPACK framework
can be implemented to improve teaching strategies and inculcate student interest in
technology
in learning. The study aims to provide educators and researchers on trends and overview of
TPACK research and development.
Keywords: Content; Pedagogy; Technology; Technology Pedagogical Content Knowledge
(TPACK); Teaching and Learning (T & L)
EXAMINING EFL TERTIARY STUDENTS’ READING PERFORMANCE FOR
SUSTAINABLE QUALITY EFL TEACHING AND LEARNING
Li Qian
ABSTRACT
Today English is fast becoming an international language and hence most institutions of higher
learning in China have embraced English as a foreign language (EFL). Nonetheless, studies
have shown that the Chinese EFL learners display limited English language performance. To
sustain quality EFL education these students must possess effective reading comprehension
skills as reading provides ‘comprehensible’ input for successful language gains. Therefore, this
paper examines the reading comprehension skills of EFL tertiary students in one provincial
university in China in a bid to profile the Chinese EFL learner’s reading comprehension ability.
The study adopted a quantitative approach. The study involved 424 EFL students from both
English majors and non-English majors in a university located in Shandong, China. Data were
collected via a reading comprehension test and were analyzed employing both descriptive and
inferential analysis.The findings indicated that tertiary students’ in this university possesses an
average reading level. There is no significant difference in tertiary students’ reading
comprehension performance based on gender, while there is significant difference in students’
reading comprehension based on academic performance and discipline of study.
The findings imply that EFL tertiary students’ reading performance still needs to be enhanced.
Therefore, sustainable quality EFL reading teaching and learning are needed. In English
language teaching, academic performance and discipline of are two factors that should be paid
attention. Theoretically, this study indicated that in teaching tertiary students’ reading,
academic performance and discipline of study are variables that should be paid attention to.
Practically, EFL teachers need consider various factors that may influence the classroom
teaching of reading. Hopefully this paper can shed light on how to have sustainable quality
EFL teaching and learning.
Keywords: EFL tertiary students; reading performance; gender; academic performance;
discipline of study; reading teaching
INVESTIGATION OF THE IMPACT OF OBE-BASED TEACHING REFORM ON
STUDENTS' LEARNING EXPERIENCES
Liu Xianan
ABSTRACT
Teaching reform based on outcomes based education(OBE) has been repeatedly studied in
research and practice settings. However, there is still a lack of insight into how this model
affects students' internal propensity for satisfaction and meeting their various "needs" for
maintaining motivation. Thus, by adopting Self-Determination Theory as a theoretical
framework to model the 'needs' of these students, this study aims to address this problem
and investigate in an exploratory manner the impact of teaching reform of OBE concepts not
only on the cognitive learning outcomes of students, but also, more importantly, on their
levels of satisfaction and' needs' for competence, autonomy and relatedness. The work is
based on educational data and evidence drawn from two classes of communication studies
at Changzhi Medical College. One class acted as the control group and the other as the
experimental group. The students in the control group studied the course of Audio and
Video Program Production
under the traditional teaching mode, while the students in the experimental group studied the
same course under the teaching reform mode of OBE concept. Each group of students was
further divided into three Clusters, high, medium and low, according to their scores.
Questionnaire survey was used to investigate the students' satisfaction and the three
dimensions
of self-determination. Independent sample T test and ANOVA were conducted on the data by
SPSS software. The study found that OBE teaching can improve students' learning outcomes,
satisfaction with the course and relatedness experience, especially for middle and low level
students.
Keywords: Outcomes Based Education; Self-Determination Theory; Learning Outcomes;
Learning Satisfaction
AN AUTOETHNOGRAPHY OF BECOMING AN ARTS PROGRAMME
EVALUATOR
Xin Lu & Sook Jhee Yoon
ABSTRACT
Evaluation is an under-developed area in China. In arts education, quantitative evaluation
methods always seem to be more officially favored while being resented and resisted by
art education practitioners. The purpose of this presentation is to use autoethnography to
explore main author’s self-development from an art practitioner to an arts programme
evaluator. Using self-reflection narratives, personal stories and think aloud sessions, the
data was mapped with the self-determination theory (Deci & Ryan, 2017) to provide
insights into the process and challenges of transitioning and embracing a new identity as
an evaluator. The findings show transitioning in competence, autonomy and relatedness in
being a novice evaluator. Complexity of art, and lack of descriptive skills of art
practitioners make the transitioning process challenging for evaluators of arts education
programs. This presentation can benefit other arts practitioners who are interested to
embark on evaluating arts programmes by first and foremost,
having self-reflection and unpack own struggles in transitioning into a evaluator in the Chinese
context.
Keywords:Arts Education, Art Education Program Evaluation, Qualitative Research
ACCULTURATION EXPERIENCES OF INTERNATIONAL STUDENTS FROM
SAO TOME AND PRINCIPE IN CHINA: A PHENOMENOLOGICAL
Ping Lyu
ABSTRACT
While many studies have investigated international students from main source countries in
China, few studies have addressed how the smallest minority group perceived their
acculturation experiences. Therefore, an interpretive phenomenology was used to explore
the acculturation experiences of international students from Sao Tome and Principe (STP)
studying in China. Semi-structured interviews were conducted with eight STP students,
while analyzing the interview data using the Colaizzi method. Finally, the data yielded a
total of four themes that were emerged as follows: 1. surprising explorers, 2. temporary
mutes, 3. confused newcomers, and 4. elite pioneers. The findings provide acculturation
experiences and strategies of STP students in China and are even consistent with existing
theories and literature in some respects. International students from STP and other
minority source countries may benefit a lot from this study to satisfy their acculturation
needs in a better and more targeted manner.
Keywords: Sao Tome and Principe (STP), international students, acculturation,
phenomenology, China
PRE-SERVICE TEACHERS TRAINING SATISFACTION AND PRACTICAL
KNOWLEDGE ACQUISITION IN ARTIFICIAL INTELLIGENCE TEACHERS
TRAINING PROGRAM: A MULTIPLE REGRESSION STUDY
Wang Bo
ABSTRACT
The acquisition of practical knowledge is the main objective in pre-service teachers (PSTs)
training. However, research with the focus on the relationship between pre-service
teachers’ training and practical knowledge acquisition through quantitative methods are
limited. Additionally, the influence of various educational activities in pre-service teachers’
training on teachers' practical knowledge acquisition remains unclear. Hence, this study
employed a multiple regression analysis to investigate pre-service teachers’ satisfaction
who are in an artificial intelligence training program to predict practical knowledge
acquisition. This study utilizes a dataset of 219 pre-service teachers from an artificial
intelligence teachers’ training program at a university of Guizhou province. Findings from
the multiple regression analysis indicated that pre-service teachers’ acquisition of practical
knowledge are mainly influenced by three factors which are: (1) knowledge preparation,
instructional design and reflection in the process of PSTs training, (2) teaching in primary
school and (3) teamwork. Not only this study has implications on the training process of pre-
service teachers at the university but also in the cultivation of teachers’ practical
knowledge.
Keywords: Artificial intelligence training, teachers’ practical knowledge, pre-service
teachers, service learning
BASIC PSYCHOLOGICAL NEED SATISFACTION ON ACADEMIC
PERFORMANCE OF ENGLISH MAJORS IN A BLENDED LEARNING
ENVIRONMENT: MEDIATING ROLE OF ACHIEVEMENT GOALS AND
LEARNER ENGAGEMENT IN A UNIVERSITY IN CHINA
Wang Jin
ABSTRACT
Today English as foreign language (EFL) has been embraced by most tertiary institutions in
China resulting in a call for sustainable EFL teaching and learning. To improve foreign
language learners’ academic performance in a blended learning environment, their
motivation and engagement have become a burgeoning field of study. This study aimed to
identify the effect of EFL learners’ basic psychological need satisfaction on academic
performance within a blended learning environment with mediating roles of achievement
goals and learner engagement. The study adopted an explanatory sequential research
method utilizing path analysis in Structural Equation Modeling (SEM). The study was
conducted in one public university in Shanxi Province, China. It involved 510 Chinese English
Language major learners involved in a blended learning environment. Data were collected via
a survey questionnaire and semi-structured interviews. The findings revealed that English
language major students’
achievement goals and learner engagement sequentially mediated between basic
psychological
need satisfaction and learner engagement in a blended learning environment. The basic
psychological need satisfaction, achievement goals and learner engagement in online learning
have long been underestimated and ignored. Hence there is a need for ELF teachers to create a
more sustainable blended learning environment to satisfy students’ psychological needs to
enhance their academic performance. Theoretically, it contributes to the literature on factors
affecting English learners’ academic performance. Practically, it calls for a sustainable blended
learning environment for English teaching in China.
Keywords: Basic Psychological Need Satisfaction; Achievement Goals; Learner Engagement;
Blended Learning Environment
FROM EXTERNAL REGULATION TO SCHOOL ACHIEVEMENT: THE MEDIATION OF
SELF-EFFICACY AT SCHOOL
Wang Yuting
ABSTRACT
Students’ self-management and confidence in self-completion of academic tasks are influenced by
external regulation, such as students’ perceived severity of parental rules. Self-efficacy is related
to tasks and situations, especially academic self-efficacy that is directly related to academic
performance (Bandura et al., 1996). Based on the social cognition theory, this study aims to
explore the mediating role of self-efficacy between students’ perceived severity of parents’ rules
and their academic achievement. In this study, questionnaires and path analysis were conducted
for data collection and data analysis for the mediation effects. The findings of this study indicate
how external regulation, represented by parental rules, has a on school commitment and
achievement through students’ self- efficacy. Parents’ expectations and rules for children can play
a central role in improving students’ academic performance and regulating their self-efficacy in
learning. Findings could help implement programs and interventions aimed at increasing
educational success throughout the development of self- efficacy. In my research proposal, this
study provides literature support and theoretical basis for the mediating effect of self-efficacy
between students perceived parental expectation and students’ academic engagement using social
cognition theory and self-determination theory.
Keyword:sExternal Regulation, Self-efficacy, School Achievement
SUSTAINING THE EFL CURRICULUM OF SINO-FOREIGN JOINT SCHOOLS IN CHINA DURIN
THE POST-PANDEMIC ERA
Wang Jie
ABSTRACT
A good knowledge of English enables EFL Chinese students the opportunity to study abroad
and obtain ‘dual bachelor’s degrees’ within four years. This opportunity is provided in Sino-
Foreign Joint Schools (SFJS), however the COVID-19 Pandemic witnessed limited travel
abroad. This consequently affected SFJS resulting in a critical call to reform and sustain the
EFL Curriculum. This paper discusses the design of the EFL curriculum in Sino-foreign joint
schools in China in the post-pandemic era. The study adopted an exploratory, qualitative
method and was conducted in a Sino-Foreign Joint School located in Chongqing, China. Data
was collected via interviews with three teachers and 19 students. The data were analyzed
thematically based on Braun and Clark’s framework. The findings indicated that the
integration of both foreign and EFL Chinese teachers teaching collaboratively can enhance
students’ communicative competence, encourage disciplined competition, and motivate
student learning.
The efficiency of online T&L requires reliable internet connectivity and remote digital
education devices. The findings imply that the goal of SFJS is to cultivate talents not only to
be skilled in cross-cultural communication, but also to master basic theories and methods of
corresponding fields systematically, embrace quality management, and adapt to changing
trends. Hence, it is recommended that SFJS should opt for an Outcomes-Based Curriculum
Design. Theoretically, it puts forward an EFL curriculum design that will strengthen the
sustainability of Sino-foreign Joint schools to meet the diverse educational needs of society.
Practically, it calls for enhanced online collaborative teaching and learning.
Keywords: EFL Curriculum Design, Sino-Foreign Joint School, Post-Pandemic Era, OBE
THE EFFECT OF GAME-BASED LEARNING ON CREATIVITY TRAINING OF
COLLEGE STUDENTS IN ANHUI PROVINCE CHINA
Wang Rui
ABSTRACT
Creativity is an essential characteristic for students to succeed in colleges and universities.
Studies have shown that Game-based Learning or GBL can enhance students’ creativity as
GBL motivates students to learn, increase engagement, and provide challenges for learners
to think and thus develop cognition in problem-solving. The objectives of this study are to
a) identify the overall characteristics of creativity among college students, b) explore the
changes in creative tendencies of college students in GBL and traditional groups after
creativity training, c) explore the significant differences in learning outcomes
(affective/cognitive/skills) of creativity training between GBL and traditional learning
groups, and c) clarify the relationship between game immersion and learning outcomes in
GBL. There are two stages to the study: 1) In the first stage, a cross-sectional method is
adopted and 2) data from a convenient sample of 1000 college students from Wuhu, Anhui
will be collected. An experimental research approach will be adopted for the second stage
of this experiment. The Solomon Four-Group control design will be adopted with 240
students involved in the six-week experiment. This study can help contribute to the
theoretical advantages of the effect of GBL strategies on creativity and learning among
college students.
Keywords Creativity, GBL, Experimental Research, Intrinsic Motivation, Game Immersion
EFFECTS OF AN INTEGRATED ORFF MUSIC TEACHING APPROACH ON
STUDENTS’ MUSIC PERFORMANCE
Wei Shan
ABSTRACT
The Orff approach is one of the most popular and influential music teaching approaches. It
engages students in the heart and mind through movement, drama, expression, and music
dance performance. Conventional music education methods in China tend to concentrate
primarily on the playing of instruments and on the mechanical memory of song melody and
tunes. It has been long noted that creativity, performance, interest, and achievement are
some of the most important outcomes in a music classroom. China’s conventional method
is facing problems with cultivating music graduates that possessed these qualities.
Integrating the Orff approach with the conventional music teaching method has been
suggested as a solution to this problem. But it is challenging to apply the westernized Orff
music teaching approach to China colleges due to intractable cultural and language barriers.
Some scholars have explored the feasibility of integrating Orff in standard universities, but
the practical application and systematic evaluation research of Orff in China’s higher
vocational colleges are lacking. This study aims
to investigate how the Orff approach can be integrated into the piano classroom to maximize
students' musical performance. Data were collected through classroom observations,
reflective
journals, and semi-structured interviews. The findings of the study showed that the effects of
integration of the Orff teaching approach on students' musical expression were positive. These
findings can assist teachers in their instructional choices for group piano classrooms,
especially
in choosing to integrate the Orff approach for teaching musical performance.
Keywords: Orff Approach, Conventional Teaching Method, Music Teaching, Performance
EXPLORING THE CAREER DEVELOPMENT COURSE IMPACT ON HIGHER
VOCATIONAL COLLEGE STUDENTS’ EMPLOYABILITY: A CASE STUDY IN
CHONGQING, CHINA
Ye Qi
Career development courses have recently gained some traction in China's school system. This
is due to China's consistently rising jobless rates. In this context, the particular study will
identify the factors contributing to the rising unemployment rate and explore how adding a
career development course to the curriculum at the Higher Vocational University in Chongqing,
China, will improve students' job prospects. The objective is to critically evaluate how career
development courses held at Higher Vocational Colleges are contributing to the employment
rate and quality in China. The study will also seek a deep insight into how students are suffering
to get employment after doing general courses and the extent to which the career
development courses are serving as a solution for enhancing the employment rate of students
in China. It was decided for the research to be a mixed-method one. The majority of data being
quantitative, plus a qualitative insight in order to reflect a more complete picture. A particular
vocational college was selected as a critical case. The research will be highlighting
the loophole of the college graduate curriculum. Assessing the current impact of career
development courses on employment and formulating suggestions for further improvement of
the career development courses
Keyword:sEmployability, Career Development, Course Curriculum, Vocational Education;
SUSTAINING INTERCULTURAL CONTACT: PATHWAY FOR DEVELOPING THE
INTERCULTURAL COMPETENCE OF EFL LEARNERS IN CHINA DURING THE 19-
COVID PANDEMIC
Zhou Yanpin
ABSTRACT
Globalization has accentuated the crucial role of communication due to the exponential rise
in interaction between people of diverse backgrounds. With a view on EFL undergraduates
becoming global citizens, the incorporation of Intercultural Competence (ICC) into TEFL has
been a recurrent theme in the policymaking ends of the Chinese Ministry of Education (MOE),
however, MOE has achieved no breakthrough in terms of the criteria and syllabus for
intercultural education. Therefore, EFL learners’ ICC development is not aligned with the
global trend. There is a keen need to explore the pathway for developing the ICC of EFL
leaners within the Chinese context. The purpose of this study is to identify how intercultural
contact (IC), which involves both direct and indirect contact with English native speakers
and their cultures, contribute to the development of EFL learners’ ICC. By thematic analysis
of eight EFL learners’ written self-reflective reports on their intercultural contact and
intercultural experiences, this qualitative study charted an overall scenario of EFL learners’
IC and ICC, identifying the difficulties and obstacles EFL learners encounter in intercultural
communication. Subsequently, focus group interviews with stakeholders in TEFL were
conducted to probe into the strategies of sustaining IC. Data analysis reveals indirect
intercultural contact, which is accessible for EFL learners via cultural products and online
and offline courses, is key to the ICC development of EFL learners during the 19-Covid
Pandemic. The findings of the study could offer lecturers and curriculum designers a
reference point for constructing the criteria and syllabus for intercultural English language
teaching.
Keywords: Intercultural contact, Intercultural communicative competence, EFL learners
STUDENTS’ COGNITIVE STYLES AND TEACHERS’ TEACHING STRATEGIES
IN CHEMISTRY CLASSES AT MIDDLE SCHOOLS IN GUIZHOU PROVINCE
CHINA
An Siya
ABSTRACT
Different cognitive styles are extremely important individual differences among students. This
difference can influence the way learners process information, think, and solve problems.
However, cognitive styles are often overlooked by teachers which leads to an imbalance
between cognitive styles and teaching. Therefore, it is necessary to use differences in cognitive
styles as a reference factor when applying teaching strategies especially in chemistry classes
since Chemistry is a compulsory subject for all Chinese middle school students. The objective
of this study is to investigate the impact of chemistry teaching strategies that take into
consideration the different student cognitive styles of students in middle school in China. This
is a quasi-experimental study which will be conducted at Z selected School in Zunyi, Guizhou
Province, China. A case study approach will be used in this study. The subjects will be 116
middle school students who will be taught based on field-dependent and field-independent
cognitive styles guided by the Witkin FCS model. One objective is to investigate the effects of
teaching strategies for field-dependent and field-independent cognitive styles on middle
school
students' chemistry performance. The study will enable teachers and other educators to
understand and value students' cognitive styles and to apply teaching strategies for field-
dependent (FD) and field-independent (FI) cognitive styles.
Keywords: Cognitive Styles, Teaching Strategies, Chemistry Education, Middle School,
Field-Dependent, Field-Independent, Quasi-Experimental
PRESCHOOLERS' APPROACHES TO LEARNING AND ITS RELATED FAMILY
INFLUENCING FACTORS
Bai Jieqiong
ABSTRACT
Approaches to learning (ATL) is a cover term which refers to learning disposition, attitudes,
habits and learning styles shown in the process of children’s learning. Various studies have
shown that ATL plays an important role in children’s learning and development. In preschool,
ATL is one of the most important predictors of school readiness. Children’s better approaches
to learning are linked to better academic, social-emotional functioning in school, and other
developmental aspects of children. Bronfenbrenner's Ecological Systems Theory explains
that an important part of the microsystem is significantly related to children’s development.
Whereas family factors, especially parenting style, and parent-child relationship, have a
significant correlation with the development of children’s approaches to learning (ATL). This
study examines the literature and collects, sorts out, and review the relevant literature on the
development characteristics of preschool children’s ATL, the relationship between parenting
styles and children’s ATL development, and the relationship between parent-child
relationship
and children’s ATL development. The literature is reviewed for further understandings of the
development characteristics of preschool children’s ATL at the age of 3-6 and the impact of
family factors (mainly including parenting style and parent-child relationship) on children’s
ATL development. This study will provide references and guidance for future research in the
field of children’s ATL development and its influencing factors.
Keywords: Preschoolers, Approaches to Learning (ATL), Influencing Factors
STUDY ON THE APPLICATION OF ACTION-ORIENTED APPROACH IN SPOKEN
ENGLISH FOR URBAN RAIL TRANSIT CUSTOMER SERVICE
Chen Haowei
ABSTRACT
This paper investigates the challenges in the use of spoken English Language among teachers teaching
English for Urban Rail Transit (EURT) course in private vocational colleges in China. Teachers teaching
this English for Specific Purpose (ESP) course utilized the Action-Oriented Approach which focusses on
improving students’ English-speaking ability. Although, considered a functional approach, the teachers
lacked feedback on the appropriate teaching strategy relevant for the course. As such, an experimental
study was conducted among 160 students from Deyang College of Urban Rail Transit, Deyang, Sichuan
province, China to investigate the relevance of teaching approach used. The students were grouped
into two groups, namely the control group who were taught using the Grammar- Translation Method
(GTM) while the experimental group learnt spoken English using the Action- Oriented Approach. This
paper aims to investigate the function of Action-Oriented Approach in Spoken English for Urban Rail
Transit Customer Service course with focus on i) curriculum design; ii) teacher- student ratio; iii)
professional knowledge for teachers; and iv) motivation of the students. Experimental research using
quantitative survey. Results indicate that Action-Oriented Approach positively increased students’
English spoken ability and learning motivation in speaking the language. In-service training on
strategies in implementing Action-Oriented Approach should be encouraged; teaching activities like
case studies and brainstorming exercises should be incorporated. In addition, the study suggests the
need for smaller class size with increased class hours. The study aims to provide hands-on experience
for educators interested in implementing Action-Oriented Approach in ESP courses.
Keywords: Action-Oriented Approach, Grammar Translation Method, English for Urban Rail
Transit, Private Vocational Colleges, English for Specific Purpose
INTEGRATING CONTENT AND LANGUAGE IN BUSINESS ENGLISH TEACHING IN A
UNIVERSITY IN GUANGDONG, CHINA
Li Jianghua
ABSTRACT
This study will employ an explanatory sequential design and it focuses on the effectiveness of content
and language-integrated learning (CLIL) in business English teaching within the context of higher
education in China. The researcher looked at the rational behind the current design and students’ and
teachers’ views about the implementation of CLIL, as well as their perceived motivations and
challenges during the teaching and learning process. The participants of the study included 82 junior
undergraduates majoring in business English and 4 teachers in the Faculty of Foreign Languages at a
university in Guangdong, China. The data was collected through pre-post-tests, questionnaire, self-
evaluation questionnaire and interview. It will take the research 16 weeks to complete the study. The
possible main findings may indicate CLIL is an effective method in business English teaching at the
tertiary level to improve both students’ communicative skills and language proficiency. Some teaching
strategies such as task-based, project-based, communicative and collaborative techniques might help
make classes more efficient and motivating for all the stakeholders. However, it is also possible that
the students’ and teachers’ views on the motivation and self-efficacy may be inconsistent in the long
run. The possible result of the data analysis might also show that there is no significant relevance
between the implementation of CLIL and communicative skills; between CLIL teaching method and
language proficiency.
Keywords: CLIL, Business English Teaching, Language Proficiency, Communication
CYBERBULLYING IN A CHINESE PUBLIC UNIVERSITY: THE MODERATING
EFFECT OF PARENTING STYLE ON THE RELATIONSHIP BETWEEN
EMOTIONAL INTELLIGENCE AND CYBERBULLYING
Weiwei
ABSTRACT
Over the years, scholars from all over the world have studied the phenomenon of cyberbullying
and found that it is deeply related to individual emotional intelligence and parenting style, but
there is little research on the phenomenon of cyberbullying among college students, especially
on moderating effect of parenting style on the relationship between their emotional
intelligence and cyberbullying. 416 students from Chongqing University of Arts and Sciences
were chosen to study the moderating effect of the parenting style on the relationship between
emotional intelligence and cyberbullying. The present study used Quan-qual technique to
collect data. In this study, the Parenting Style has three dimensions; Authoritarian,
Authoritative and Permissive while Emotional Intelligence has five dimensions; Intra-personal,
Interpersonal,
Pressure capacity management, Adaptive and General Component. Study found that there had
cyberbullying experience among students at Chongqing University of Arts and Sciences, and
it was related to their gender, grade, major, locality, and family conditions. Study also found
that emotional intelligence and parenting style were found to have relationship with the
occurrence of cyberbullying among the students.Five dimensions of emotional intelligence
were negatively correlated with cyberbullying, while Permissive and the Authoritarian
parenting styles were positively associated with cyberbullying, but authoritative was
associated
negatively. The permissive and authoritarian had negative correlation with the emotional
intelligence, but the authoritative had positive correlation with the emotional intelligence. The
study also found that there was a moderating effect of parenting style on the relationship
between emotional intelligence and cyberbullying.
Keywords: Parenting Style, Emotional Intelligence, Cyberbullying, College students,
Moderating Effect
THE IMPACTS OF TRADITIONAL AND MODERN FASHION DESIGN ON
YOUNG GENERATION IN CHINA: A CASE STUDY IN JIANGXI INSTITUTE OF
FASHION TECHNOLOGY
Wu Guohui
ABSTRACT
The garments worn by the Chinese traditionally had deep symbolic meanings. Since then, with
the reform and opening up, the apparel sector has flourished. Slowly but surely, people are
beginning to pay attention to the local dress culture and actively seek out the cultural
connotations conveyed by their garments. One of the most popular forms of self-expression
among contemporary designers both at home and abroad is the incorporation of references to
local traditions and customs into their work. The research conducts mixed methods research
whereby it combines both qualitative and quantitative methods of research to access the
impact of traditional and modern fashion designs on the young generation. The young people
use clothing as a method of expression of what they stand for. A case study on Jiangxi Institute
of Fashion Technology would be conducted as the primary source of data to evaluate the
impact of conventional fashion designs on the youth. The study would be essential to designers
to understand the tastes and dislikes of the youth and thus they would know what to design.
The
research found that the youth appreciate the cultural traditional clothing based on the
interviews
and data collected.
Keywords:Modern Designs, Cultural Designs, Youth, Impact, Case Study
IMPLEMENTING SELF-REGULATION STRATEGIES TO IMPROVE THE
OUTCOME OF TRANSLATION TRAINING: FLIPPED CLASSROOM WITH
ENGLISH-MAJORED STUDENTS IN CHINESE EFL CONTEXT
Xu Dan
ABSTRACT
Flipped classroom has drawn substantial attention due to the outbreak of the epidemic which
has made blended learning a greater priority. The purpose of this study is to investigate the
self-regulated strategies employed by students in the flipped classroom and the students’
perceptions on the learning experience in the flipped classroom environment. Specifically,
the study attempted to identify which specific self-regulation strategy contributed to the
improvement of the outcome of the translation training. Qualitative studies were adopted
with focus-group interviews as instruments to collect data. The result indicated that the
implementation of self-regulated strategies in a flipped translation classroom positively
affected students’ translation learning outcome and student showed positive and favorable
attitudes toward this new specific teaching model. Among the self-regulation strategies in
Zimmerman’s SRL model, help-seeking strategies the most frequently employed strategy,
and material organizing and goal setting were also reported to be significantly beneficial the
learning outcome in translation class. However, time-management, self-efficacy and
evaluating strategies were not reported by the participants.
Keywords: Self-regulation, Flipped Classroom, Learning Outcome
PERSONALITY TRAITS AND JOB INVOLVEMENT OF NOVICE
KINDERGARTEN TEACHERS IN ZHEJIANG PROVINCE CHINA
Yu Wang
ABSTRACT
In China, there is an increasing attention in the quality of preschool education due to the
recent social and economic development. The teaching workforce is the key to quality
preschool education, and the level of competency and professionalism will affect the
development of preschool education and the sustainability of its workforce. With the increase
in expectations for preschool teachers in China, there is a need to ensure that right candidates
are selected for the job. Hence, the study on the relationship between the preschool teachers’
personality traits and their job involvement is necessary. Many studies have found personality
traits factors (extraversion, neuroticism, openness, conscientiousness, agreeableness) to have
an impact on kindergarten teachers’ job involvement. However, research on personality traits
and job involvement of novice kindergarten teachers is an undeveloped research area in China.
This study will explore the relationship between personality traits, and job
involvement of novice kindergarten teachers in Zhejiang Province, China. The data was
analysed using SPSS 26.0. Results of this study suggest that the five factor model is useful
for examining the dispositional source of job involvement. The analyses which mean that it is
logical to think there is a significant relation between personality traits and job involvement.
The results of this study will aid policy makers, Ministry of Education, kindergarten
management as well as researchers on the effective implementation of policies and practices
that could improve preschool teachers’ overall quality and teaching effectiveness in China.
Keywords: Personality Traits, Job Involvement, Novice Kindergarten Teachers
WILLINGNESS TO COMMUNICATE AMONG EFL MIDDLE SCHOOL
STUDENTS:
A CASE STUDY IN A SELECTED SCHOOL IN H CITY, CHINA
Zhang Haiyun
ABSTRACT
Willingness to communicate in a second language has become an important area of research
recently. Among the four essential language skills, speaking is critical for learning a foreign or
second language. After all, the main aim of English language teaching is to allow students to
use the English language effectively and accurately to achieve communication. Yet, students'
reluctance to speak is a very common problem faced by many language teachers in the EFL
classroom. Hence the purpose of this study was tantamount to understand the views of
English learners in a selected school in one province of China on the factors affecting their
willingness to speak English in language classes. To discover these factors, a quantitative
research approach focusing on a questionnaire survey will be used to collect the data from
361 samples selected purposively from a population of middle-school students. Dipping a toe
into the field of oral English research, the researcher will employ Likert-type rating scales to
gauge student perceptions of various spoken English interventions including students'
anxiety, students' self-ability, and students’ communicative ability to determine the influence
of these factors on their willingness to communicate. The findings hopefully could contribute
to our understanding and subsequently improve students' oral communication skills. The
results of this study have evident reference value for Chinese educators and students,
especially for middle school English teachers. Therefore, the current study may help
educators better understand the factors influencing English teaching in Chinese schools and
subsequently take the initiative to adjust their lesson plans to improve students' long-term
learning outcomes. Finally, this study also hopes to benefit middle school students so that
they can perform better orally from better teaching methods and learning environments.
Keywords: Communication Willingness, Language Skills, Communicative Competence
EXAMINING THE INFLUENCE OF CULTURAL FACTORS ON EFL COLLEGE
STUDENTS’ ENGLISH LANGUANGE WRITING
Zhang Ruihua
ABSTRACT
Writing ability requires EFL learners to grasp a variety of vocabularies, language accuracy
grammar, alongside reasoning, logical thinking and coherence of thought. In this process,
learners’ subconscious thinking can be influenced by cultural factors. The purpose of this
study was to examine literature on the influence of cultural factors on EFL learners’ writing
with the aim to aid learners analyze, correct and reduce writing errors caused by cultural
factors and to provide suggestions as to enhance their writing tasks. This study employed a
descriptive research design involving a critical examination of literature search on Google
Scholar. The theoretical framework focused on Edward T. Hall’s High-and-Low Context
Theory and Hofstede's Cultural Dimensions Theory. The findings revealed that cultural
factors have a significant impact on EFL learners’ writing performance. These cultural
factors can be viewed from four dimensions, namely individualism-collectivism; uncertainty
avoidance; power
distance and masculinity-femininity. In high-context cultures, like China, the underlying
context, meaning, and tone in the message plays an important part in comparison to the words
themselves. College teachers should attach more importance of the cross-cultural
communication difference when leading students to acquire writing improvement, both macro
and micro perspectives. Theoretically this study contributes to a better understanding of the
significance of cultural factors between western and Chinese writing contexts. Practically, it
provides guidance to EFL learners the importance of embracing foreign cultural context theory
when writing in English.
Keyword:sEnglish Writing, Cultural Factors, Improvement
IMPACT OF ENGLISH AS FOREIGN LANGUAGE (EFL) TEACHERS’ POSITIVE
EMOTIONS ON PROFFESIONAL DEVELOPMENT: ENROLLING IN A STUDY
ABROAD PROGRAM
Zhang Xue, Nor Azian Binti Md. Noor & Popoola Kazem Hamed
ABSTRACT
EFL teachers experienced different emotions throughout the implementation of study abroad
program. Incorporating control-value theory (CVT) of achievement emotions into theoretical
framework, this study investigated positive emotions (enjoyment, hope, pride) among
Chinese EFL teachers in a study abroad context, and their changes to classroom practices. The
explanatory mixed-method approach was adopted in the present study. A total of 147 EFL
teachers participated in the survey, and 15 EFL teachers attended the individual interviews. In
general, the results revealed that (1) positive emotions played an important role in EFL
teachers’ achievements in study abroad program, and (2) positive emotions triggered EFL
teachers’ changes to thinking and instruction. EFL teachers’ positive emotions were found to
be related positively to their instructional changes. Interview data gave an in-depth
explanation of EFL teachers’ perceptions toward their study abroad experiences. Implications
regarding both teacher education and professional development program are involved for
future research. The findings may add values to relevant theories, as well as educators
involved to contemplate and act upon.
Keywords: Positive Emotions, EFL Teacher, Professional Development, Study Abroad
KINDERGARTENS TEACHERS’ ROLE IN SUPPORTING CHILDREN’s
PROBLEM-SOLVING ABILITY
IN SPONTENEOUS PLAY
Shi Meng
ABSTRACT
Spontaneous play provides opportunities for preschool children to explore the world around
them, and to experience a wide range of activities that support their learning and
development in various areas such as physical, cognitive, social-emotional, and linguistic,
and including children’s problem solving ability. Research suggest that the preschool
teachers’ roles directly contribute to children’s problem solving ability, and enhance the
quality of teaching and learning in preschools. This conceptual paper explores the
opportunities for spontaneous play in a Chinese context, and the various strategies used by
the teachers to effectively support children’s engagement in spontaneous play while
promoting their problem solving ability. This paper will examine how children handle
conflicts or problems encountered, and the roles played by teachers in supporting children’s
problem solving ability through spontaneous play. A theoretical framework involving
Vygotsky’s Social Constructivism Theory and Piaget’s Cognitive development Theory in
relation to young children’s development of play will be
presented.
Keywords: Teachers’ Roles, Spontaneous Play, Problem-Solving Ability
ENHANCING COLLEGE STUDENT’S AUTONOMOUS LEARNING ABILITY
THROUGH ENGLISH TEACHING
Fu Ziqi
ABSTRACT
In the teaching process of the English course, teachers should not only focus on cultivating
students' English ability and improving their practical ability of English in the learning
process, but also should enhance students' ability to master autonomous learning and
fundamentally improve their comprehensive ability of learning knowledge. This paper aims
to demonstrate the role of autonomous learning ability and how to enhance college
students’ autonomous learning ability through English learning process. This study adopted
the explanatory research design which was conducted in a public university in Hebei
Province, China. The questionnaires were distributed to a group of 80 non-English major
students to investigate the role of autonomous learning ability and their perspectives on
enhancing their autonomous learning ability through English learning. Quantitative data
were analyzed via the SPSS after collection. The research has revealed that the autonomous
learning ability is vital and
indispensable for modern college students and it is feasible to achieve that through English
teaching. This study provides guiding effect on teachers’ future teaching. In the future study,
qualitative data should be involved in order to gain more comprehensive results. Students who
involved in this study benefit from the experience and realize the importance of autonomous
learning ability. Meanwhile, through the questionnaire results, teachers gain an overview of
how students view enhancing their autonomous learning ability through English learning.
Keywords: Autonomous Learning Ability, English Learning, Autonomous Learner
ACKNOWLEDGEMENT
FOELPM POSTGRADUATE EDUCATION SYMPOSIUM 2022
The Organising Committee would like to extend
their sincere appreciation to:
PROF. DR. AZRIN ESMADY BIN ARIFFIN
Vice Chancellor, SEGi University
PROF. DR. SRIKUMAR CHAKRAVARTHI
Deputy Vice Chancellor (Academic Affairs) and
Head of Innovation and New Revenues