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
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
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
9. Perceptual Judgments of Chinese Mandarin-English Speakers by Listeners from Shared and Different L1 Backgrounds
10. Correlations Between Task Difficulty Perceptions and Pragmatic Task Performances of Chinese Learners of English
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
12. Creating Multimodal Design Spaces for Language Learners through Global Digital Storytelling
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
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.