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-learners of English are being addressed in academic circles around the world.
1. An Introduction to Research on Chinese-speaking Learners of English
Kalina 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 Learner’s 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
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.
For free access to the TIRF Reference Lists visit: http://www.tirfonline.org/resources/references/