Recommendations for English-Speaking Course Design in Post-Pandemic Higher Education in Mainland China
Abstract
The Covid-19 pandemic led to school closures and the shift to virtual classrooms in higher education globally. While China has managed to control the pandemic and resume face-to-face teaching, a blended approach to learning is crucial for future emergencies. This study explores the application of TESOL six principles in English language instruction for blended learning. The recommendations include online questionnaires, conducive learning environments, quality lessons, student progress monitoring, and fostering collaboration. Implementing these principles can effectively support student speaking course in higher education. Further research is needed to explore their implementation in different contexts and address challenges in English language education.
Keywords
Full Text:
PDFReferences
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4).
APA Task Force on Psychology in Education (1993). Learner-centered psychological principles: Guidelines for school redesign and reform. Washington DC: American Psychological Association and Mid-Continent Regional Educational Laboratory.
APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. (Rev. Ed.) Washington, D.C.: American Psychological Associat.
Arora, A. & Srinivasan, R.(2020). Impact of pandemic COVID-19 on the teaching–learning process: A study of higher education teachers. Prabadhan: Indian Journal of Management, 13(4).
Becker, A., Nekrasova-Beker, T., & Petrashova, T. (2017). Testing as a Way to Monitor English as a Foreign Language Learning. TESL-EJ, 21(2), n2.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., & Surkes, M. A. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79, 1243–1289.
Blok, S., Lockwood, R. B., & Frendo, E. (2020). The 6 Principles for Exemplary Teaching of English Learners®: Academic and Other Specific Purposes. The 6 Principles. TESOL Press. Available from: TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
Boud, D. (1987). A facilitator's view of adult learning. Appreciating Adults Learning: From the Learner’s Perspective, London: Kogan Page, 4(1), 222-239.
British Council. (2013). The English effect.
Carter, R., & McCarthy, M. (2017). Spoken grammar: Where are we and where are we going? Applied linguistics, 38(1), 1-20.
Cazden, C. B., & Beck, S. W. (2003). Classroom discourse.
Davison, C., & Leung, C. (2009). Current issues in English language teacher‐based assessment. TESOL quarterly, 43(3), 393-415.
Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34(3), 231-248.
Graham, C., Cagiltay, K., Craner, J., Lim, B. R., & Duffy, T. M. (2000). Teaching in a web-based distance learning environment. Center for Research on Learning and Technology Technical Report, 13-00.
Hanrahan, M. (1998). The effect of learning environment factors on students’ motivation and learning. International journal of science education, 20(6), 737-753.
Hellman, A. B., Harris, K., & Wilbur, A. (2019). The 6 Principles for Exemplary Teaching of English Learners®: Adult Education and Workforce Development. The 6 Principles. TESOL Press. Available from: TESOL International Association. 1925 Ballenger Avenue Suite 550, Alexandria, VA 22314.
Higher Education Institution College English Teaching Advisory Committee. (2014). College English teaching guide. China: PRC Ministry of Education.
Investigating policy and implementation of English medium instruction in higher education institutions in China. London: British Council. Retrieved October, 14, 2020.
Jia Zhenxia. (2019). A study on effective teaching behaviors in blended English teaching at the university level (Doctoral dissertation, Shanghai International Studies University).
Lin, W. S., & Wang, C. H. (2012). Antecedences to continued intentions of adopting e-learning system in blended learning instruction: A contingency framework based on models of information system success and task-technology fit. Computers & Education, 58(1), 88-99.
Long, M. H. (1985). Input and second language acquisition theory. Input in second language acquisition, 377(1), 393.
Míguez-Álvarez, C., Crespo, B., Arce, E., Cuevas, M., & Regueiro, A. (2022). Blending learning as an approach in teaching sustainability. Interactive Learning Environments, 30(9), 1577-1592.
Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431.
Oliver, M., & Trigwell, K. (2005). Can ‘blended learning’be redeemed? E-learning and Digital Media, 2(1), 17-26.
Pape, L. (2010). Blended teaching and learning. The Education Digest, 76(2), 22.
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340-343.
Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249-258.
DOI: http://dx.doi.org/10.18686/ahe.v6i25.9783
Refbacks
- There are currently no refbacks.
