An Investigation Of English Professionals And Students From China At The University Level; Focuses On Enhancing Learner Self-Determination, Tesol Material Improvement, And Reflective Teaching Practices

Abstract

The relationship between English as a Foreign Language (EFL) instructors and their Chinese students was the subject of a recent study. A concise synopsis of the investigation is the goal of this abstract. The primary goals of the project are to investigate reflective pedagogy, create TESOL (Teaching English to Speakers of Other Languages) tools, and empower students. Finding ways to strengthen EFL programs at Chinese universities, for the benefit of both students and instructors, is the overarching goal of this project. Quantitative survey data was combined with qualitative classroom observations and interviews as part of this study's mixed-methods technique. Learner autonomy among Chinese college students is the primary focus of the study's first portion. Finding out what makes EFL students proactive in class and how to encourage student agency in certain types of classrooms is the main purpose of the research. Creating TESOL resources for use in Chinese colleges is the focus of the second part. It looks at new ways of making resources that fit students' needs and goals while also evaluating the effectiveness of current materials. In Part 3, the researcher explore how English faculty members at Chinese universities perform reflective pedagogy. It delves into the ways in which educators assess their own efficacy, reflect on and improve their own teaching practices, and adapt their lessons to the unique requirements of their pupils. Through an analysis of these interrelated factors, this research adds to the ongoing conversation about EFL programs at Chinese colleges and provides useful information for enhancing EFL teaching and student outcomes. In order to improve the quality of EFL teaching in comparable educational contexts, the results are anticipated to influence pedagogical methods, curriculum creation, and professional development programs.