The design of a reasonable learning model must take the new internet age into consideration. Following a contrastive study between MOOCs and SPOCs, a SPOC-based learning model is proposed in this paper. This new learning model consists of four components, the preliminary component composed of anterior analysis and course construction, the restrictive admission component for student number control, the learning procedure component which is subdivided into pre-class session, class session and post-class session, and the evaluation component which includes both online assessment and classroom assessment. This model has its advantages and is shown to be effective through the demonstration of its application in teaching linguistics to college students.
Teacher emotion has received prominent attention in the field of education as they are closely related to teacher identity and teachers’ well-being. While many previous studies have taken teachers’ emotions in teaching as their research focuses, this study investigated university English as a foreign language (EFL) teacher-researchers’ emotions and emotion regulation strategies in research in the context of a new research policy. One-on-one semi-structured interviews were conducted with seven EFL teacher-researchers at a Chinese university which implemented China’s new research policy of breaking the “five-only,” supplemented by the analysis of narrative frames and the institutional research documents. The data revealed that university EFL teacher-researchers experienced wide-ranging and diverse emotions at the micro-level, meso-level, and macro-level of research, with different attitudes toward the new research policy. They also employed multiple strategies of antecedent-focused and response-focused approaches to regulate emotions in research. This study helps unpack the complexity of emotions experienced by university teachers in research, and also calls for the attention of stakeholders to pay to the emotions and well-being of university EFL teachers.
While there has been an increasing interest in English as a foreign language (EFL) teachers’ research engagement and researcher identity construction, scant attention has been paid to tensions caused by the issue of power relations in their research practice. This study draws on data from semi-structured interviews complemented with data from narrative frames and document analysis to examine the influence of power relations on the research practice of six EFL academics and their coping strategies at a Chinese university. The data analysis reveals that for the participants in the study, even though they were driven to be engaged in research practice by a combination of intrinsic and extrinsic motivations, they found that their research endeavors were undermined by the marginalized status of EFL researchers from non-elite universities, as imposed by the Chinese academic circle. Nevertheless, in the face of potential bias against their peripheral academic status, they exerted their agency with micropolitical literacy and tried to seek a way out of the unfavorable academic culture. As EFL teachers at regular universities are increasingly expected to be more research-active and research-productive, more attention and support are needed to facilitate their professional development and researcher identity construction.
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