Chinese-Speaking Learners of English: Research, Theory, and Practice, 1st Edition (Paperback) book cover

Chinese-Speaking Learners of English

Research, Theory, and Practice, 1st Edition

Edited by Ryan M. Damerow, Kathleen M. Bailey


194 pages | 11 B/W Illus.

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A compendium of the latest developments in research regarding English language education for Chinese-speaking learners, this volume combines cutting-edge research from multiple internationally-known scholars. The chapters offer unique insights into some of the most salient issues related to this broad topic.

The seventh volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF), this book features chapters with original research written by TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese. The volume’s 13 research-based chapters discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals.

This volume brings together innovative research for TESOL and TEFL students, language teacher educators, language policy specialists, language assessment scholars, and language teachers. Readers will become familiar with how these issues related to Chinese-speaking learners of English are being addressed in academic circles around the world.

Table of Contents


Jun Lin

1. An Introduction to Research on Chinese-Speaking Learners of English

Kalina A. Swanson, Kathleen M. Bailey, and Ryan M. Damerow

Part I: Language Assessment

2. The Applicability of the CSE as a Self-Assessment Tool for School Teachers

Ziangdong Gu, Nick Saville, and Ting Zeng

3. Washback of College Entrance English Exam on Student Perceptions of Learning in a Chinese Rural City

Mingxia Zhi and Yangting Wang

4. The Effectiveness of Construct-Relevant and Construct-Irrelevant Strategic Processes on Chinese EFL Learners’ Test Performance

Nick Zhiwei Bi

5. The Syntactic Complexity Advantage of Argumentative Discourse for L2 Learners

Weiwei Yang

6. Linking the Aptis Test to China’s Standards of English Language Ability

Barry O’Sullivan, Sha Wu, Jianda Liu, and Jamie Dunlea

Part II: Perceptions in University Contexts

7. Chinese EFL Learners' Perceptions of the Construct of English Academic Writing

Cecilia Guanfang Zhao

8. Perceptions of ESP in Taiwan: A Case Study

Yu-Chi Wang

9. Perceptual Judgments of Chinese Mandarin-English Speakers by Listeners from Shared and Different L1 Backgrounds

Meichan Huang

10. Correlations Between Task Difficulty Perceptions and Pragmatic Task Performances of Chinese Learners of English

Lixia Cheng

Part III: Technology and Young Learners

11. The Role of Online Teacher Beliefs in a Supplementary English E-Learning Class in Rural China: An Ethnographic Case Study

Chaoran Wang

12. Creating Multimodal Design Spaces for Language Learners through Global Digital Storytelling

Rui Li

13. Learning English through Educational Media: Drawing from Children’s Linguistic Repertoires

Kevin M. Wong

14. Young Language Learners’ Strategy Use and Perceptions of Picture-Based Speaking Tasks

Ching-Ni Hsieh and Lin Gu


G. Richard Tucker

About the Editors

Ryan M. Damerow is Chief Operating Officer of The International Research Foundation for English Language Education (TIRF), Monterey, USA.

Kathleen M. Bailey is Professor at Middlebury Institute of International Studies at Monterey, USA. She is President of TIRF.

About the Series

Global Research on Teaching and Learning English

Co-published by The International Research Foundation for English Language Education (TIRF) and Routledge

The Global Research on Teaching and Learning English series, co-published by The International Research Foundation for English Language Education (TIRF) and Routledge, showcases research by scholars from around the world, whose research has been funded by grants from TIRF, awarded through a carefully vetted international competition. Since 2002, TIRF, an independent foundation started by the TESOL International Association (TESOL) in 1998, has commissioned and/or funded research on a range of topics associated with the teaching and learning of English worldwide. This series offers a collection of previously unpublished empirical studies conducted by grant recipients throughout the world, as well as chapters from invited scholars. Volumes in the series report on issues of current concern to the applied linguistics community and the language teaching profession, and present a wide variety of research topics investigated through a range of research procedures. Most chapters appearing in volumes in this series cover issues that motivated the research, context of the research, research question(s) addressed, data collection and data analysis procedures, findings and discussion, and implications for policy, practice, and future research. This chapter structure helps to achieve consistency and coherence across the volumes, while at the same time allowing each author to report on the unique contents of his/her own study. The authors and editors forego any honoraria so that all the royalties from the sales of this series can be used to support TIRF’s programs.

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