Discussion-based pedagogy through the eyes of Chinese international exchange students

Jackson, Jane; Chen, Xinren

doi:10.1080/1554480x.2017.1411263

Cited by 14 publications

(9 citation statements)

References 28 publications

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“…This could be explained by the different sample used in this study. Former studies primarily involved preuniversity EFL teachers, while the respondents of this study were tertiary-level EFL instructors working with language students who had longer years of English instruction, a higher level of maturity, learning autonomy, and motivation (Jackson & Chen, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The SAGE Open EFL teachers' cultural background was proposed as one of the main barriers for them to adopt indirect or metalinguistic strategies that demand students to study teachers' comments, identify, and revise their errors. However, in higher education, many recent studies targeting adult learners in Asian countries (e.g., Hyland, 2004;Jackson & Chen, 2018;Tran, 2007) have challenged the stereotypical view of Asian learners being passive, shy, and less motivated by providing empirical evidence to show that Asian learners can actively engage with feedback from both teachers and peers (Man et al, 2017). Therefore, it can be assumed that university students in the Asian context could have the willingness to engage with teacher feedback on their written assignments.…”

Section: Introductionmentioning

confidence: 99%

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Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

Wei

Cao

2020

Sage Open

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Examining EFL (English as a foreign language) teachers’ beliefs and cognition has become an essential area of research as teachers are seen as active decision makers. This study addresses teachers’ beliefs as specific to the strategies they employ when providing corrective feedback to students’ writing. Drawing on Ellis’s typology of written corrective feedback and Borg’s teacher cognition theory, this survey study investigated university EFL lecturers’ self-reported strategy use in the provision of feedback to students’ written compositions. A total of 254 respondents completed this survey from universities in Thailand, China, and Vietnam. The findings showed that the teachers provided different types of strategies, namely, high-demand (e.g., students’ response to feedback required), low-demand (e.g., correcting all errors), and no-demand feedback in relation to their students’ proficiency levels. Their choices of high-demand feedback strategies seemed to be associated with their pre- and in-service professional training experiences as well as contextual factors including local cultural influence and limited resources; whereas their uses of no-demand and low-demand feedback strategies seemed to be associated with their prior language learning experiences and classroom teaching practice. This study also revealed an inconsistency between teachers’ cognition about provision of feedback and their reported feedback strategy use. Pedagogical implications and directions for future research were also proposed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

Wei

Cao

2020

Sage Open

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“…Educational researchers have been investigating student participation in class discussion for decades. The reasons for lack of participation are varied: Some students are naturally quiet and introverted (Medaille & Usinger, 2019); some students do not view their ideas as worthy of sharing (Wade, 1994); some fear they will make a mistake in front of their instructor and peers (Engin, 2017); others experience barriers due to mental health issues or disability status (Marquis et al, 2016); still others are multilingual learners who, although perhaps confident in their ideas, may not be confident in their ability to express those ideas in the dominant language of the classroom (Chew & Ng, 2015;Jackson & Chen, 2018;Yazici & Bavli, 2022). Classes that rely heavily on discussion-based learning may privilege extroverted, outgoing Fleming Journal of Teaching and Learning with Technology, Vol.…”

Section: Barriers To Discussion Participationmentioning

confidence: 99%

UDL for Inclusive Teaching

Fleming

2023

JoTLT

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This qualitative case study investigates the impact of the universal design for learning (UDL) framework paired with multiple educational technologies on student engagement and sense of inclusion and belonging in the classroom. Research has indicated that a sense of belonging has a direct impact on success among undergraduate students. I saw increased evidence of belonging among students in my class after incorporating choice for my students in all the ways they interact with me, each other, and the course content. This article summarizes the revisions made to the course, the educational technologies used to implement those changes, and qualitative data that supports my hypothesis that a technology-supported UDL approach can have a positive impact on feelings of belonging among college students.

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“…Many Chinese educators have demonstrated resistance and reluctance to adapting their English teaching theories and pedagogies, and grammar translation remains the major teaching strategy, which despite its cultural congruity, "has failed to develop an adequate level of communicative competence, i.e., the ability to use the target language for authentic communication" (Hu, 2002). It is reported that Chinese students seem to find it challenging to suspend their beliefs to engage in learning activities and feel uneasy in a more democratic communicative learning environment (Hu, 2002;Jackson & Chen, 2018). Liu (2016) argues that in order to achieve sustained English learning, not only students need to be convinced that ESP (English with reference to specific terminology and skills) is important for them, but also educators require to develop courses that are interesting and enjoyable (Liu, 2016).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Chinese Students Regarding the Role of Anglophone Cultures in Study Motivation and the Learning of English

Malekigorji¹,

O’Hagan²,

Moore³

2022

LECR

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Language and culture are intricately linked, and it is believed that the success of learning a language is affected by the culture of the language being learned. This study assesses the perceptions of Chinese students studying at an Anglo-Chinese joint college with regards to whether prior or existing knowledge and/or exposure to Anglophone culture(s) had or would improve their learning and if this also had motivated them to study in this joint college. The findings indicate students perceived a direct correlation between understanding Anglophone culture and the learning of English, and that gaining more knowledge about Anglophone cultures would positively affect their learning of English. However, this was not a significant motivation factor to pursue their higher education studies in the college. Most students stated that learning more about Anglophone cultural social interactions and popular culture would improve their English. Our results suggest the formation of a higher education community of practice among more senior students. As students progress through their course, they refer to their experience at university as their main exposure to Anglophone culture. Therefore, further developing students’ exposure to, and knowledge of, Anglophone culture might have a beneficial impact on their English language skills, student experience and prospects.

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Discussion-based pedagogy through the eyes of Chinese international exchange students

Cited by 14 publications

References 28 publications

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective

UDL for Inclusive Teaching

Perceptions of Chinese Students Regarding the Role of Anglophone Cultures in Study Motivation and the Learning of English

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