China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Sang, Yuan

doi:10.1177/21582440231205434

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Furthermore, when EFL teachers apply the CSE competence classification and table scales in classroom assessment practices or standardized testing, their LAL can be developed inductively by hands-on experience and reflections on those experiences, reflecting a constructivist view of LAL development (e.g., Inbar-Lourie, 2008). Sang's (2023) research on English teachers' perceptions of the CSE in Chinese universities corroborates this impact. Participants noted that the CSE table scales could clearly define student behaviors, furnishing a direct, quantifiable method for appraising learning outcomes and teaching efficacy, thereby offering a viable framework to gauge both teaching success and student progression.…”

Section: Competence Classification and Table Scalesmentioning

confidence: 74%

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

Yin,

Fang

2024

Asia-Pacific Edu Res

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Released in 2018, China’s Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers’ self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in “CSE Background,” “Competence Classification,” and “Table Scales” was closely linked to elevated LAL profiles. Specifically, “CSE Background” improved LAL across low and moderate profiles, while “Competence Classification” and “Table Scales” mainly benefited the moderate profile, informing effective LAL and CSE training strategies.

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Section: Competence Classification and Table Scalesmentioning

confidence: 74%

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

Yin,

Fang

2024

Asia-Pacific Edu Res

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“…There are six criteria to include and exclude quality studies. The first one is that studies must be conducted since 2018, because the CSE was officially released by the China Ministry of Education in 2018 (Sang, 2023). Additionally, the articles must be selected with the key words of "CEFR", "CSE" and "comparison".…”

Section: Samplingmentioning

confidence: 99%

A Systematic Literature Review of Current Studies on Comparison Between the CEFR and CSE

Shi,

Ahmad,

Hussin

2024

IJSSR

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The Common European Framework of Reference for Languages (CEFR) is widely used in the area of learners’ proficiency assessments, curriculum design and learning material development all around the world. To better facilitate the language teaching, learning and assessment, the Ministry of Education in the People’s Republic of China launched the development of China’s Standards of English Language Ability (CSE) in 2014. Then, in 2018, a unified English language ability framework, the CSE was developed. This study aims to examine the differences of current studies on the CEFR and CSE in terms of alignment, target audience and language, application on education, and the most frequently used methodologies. The method used is the systematic literature review (SLR). Through this method, ten articles were obtained from different databases. Based on the analysis, the findings are as follows. First, the majority of studies were in terms of the alignment between the two frameworks from the perspective of listening, reading, writing and other skills. The second largest number of studies on the comparison of the two frameworks focused on the general comparison between them. Additionally, there was only one study related to the application of CEFR and CSE in education. Based on the findings, it can be concluded that most of current studies on the comparison between the CEFR and CSE centre on the alignment and general comparison, few studies were conducted to compare the descriptors of the four English language skills. Hence, future studies should focus more on the comparison of listening, speaking, reading and writing descriptors.

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“…Like any other profession, EFL instructors have a range of problems independent of the specific language competence they are teaching. According to (Sang, 2023), teaching English as a foreign language is a demanding endeavor that necessitates instructors to focus on the linguistic proficiencies of pupils, including reading, writing, listening, and speaking.…”

Section: Introductionmentioning

confidence: 99%

Addressing Pedagogical Challenges Faced by English Lecturers at Halabja University, Kurdistan: A Qualitative Study

Ghafar,

Nabaz Nariman MOHAMMED,

Ciptro HANDRIANTO

et al. 2024

J. Dig. Learning and Dist. Edu

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This study addresses the challenges faced by English lecturers at the College of Basic Education at Halabja University, Kurdistan, aiming to contribute insights that can inform improved regulations and enhance English Language Teaching (ELT) at the university. The data collected via semi-structured interviews was subjected to thematic analysis, and five English lecturers participated. The results of this study focus on the obstacles encountered by English instructors, exploring themes such as student motivation, language competence, class size, time constraints, and inadequate facilities. The study underscores the need for targeted interventions to address these challenges and improve the overall quality of ELT. Based on the findings, specific recommendations include implementing motivational strategies in the classroom, providing additional language support resources for students, reducing class sizes where possible, allowing more preparation time for lecturers, and upgrading classroom facilities and teaching materials. The findings highlight English lecturers' intricate issues, emphasize the necessity for institutional and governmental support to facilitate a more conducive teaching and learning environment, and reveal significant challenges, including students' lack of motivation, linguistic proficiency issues, difficulties managing large classes, time constraints, and insufficient teaching resources

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China’s Standards of English Language Ability: Voice From English Teachers at Chinese Universities

Cited by 3 publications

References 23 publications

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

A Systematic Literature Review of Current Studies on Comparison Between the CEFR and CSE

Addressing Pedagogical Challenges Faced by English Lecturers at Halabja University, Kurdistan: A Qualitative Study

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