EFL Teachers’ Spatial Construction of Linguistic Identities for Sustainable Development in Globalization

Feng, Maomao; Kim, Hoe Kyeung

doi:10.3390/su14084532

Cited by 2 publications

(2 citation statements)

References 80 publications

(75 reference statements)

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“…A thorough exploration of the dialects of China is both outside the scope of this study and beyond what is appropriate for a single study both in scope and magnitude; however, the relevance of promoting multilingualism as a consequence of globalization has been demonstrated ( Feng and Kim, 2022 ), including within the context of nations with many distinct languages/dialects.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The diverse nature of the distinct dialects of China may affect the optimal ways for Chinese to learn English ( Feng and Kim, 2022 ), which combined with variations in education among regions ( Qian and Smyth, 2008 ; Tsung and Cruickshank, 2009 ) results in differing levels of proficiency amongst speakers of the different dialects These factors combined make it likely that the learners’ native dialect will affect their English language proficiency; therefore, this study hypothesizes that learners from different regions, represented through their regional dialects, would have differing educational propensities in learning English.…”

Section: Literature Reviewmentioning

confidence: 99%

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Dialects, motivation, and English proficiency: Empirical evidence from China

Marjerison

Yang

2022

Front. Psychol.

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Within the context of China, this study seeks to examine the relationship between English language proficiency, the native dialect of the learner, and the learner’s reason, or motivation for learning English. English language proficiency can be an important vehicle for accessing high quality higher education, for interacting with non-Chinese, and for enhancing employment and career opportunities Data was gathered through an online survey with 985 usable responses recorded. Respondents included a distribution of speakers from five of the major distinct dialects of China. The analysis provides empirical evidence of a diversity of propensities and motivations for English language acquisition among learners from different regions and native dialects. Access to international higher education as a type of motivation is found to have a moderating effect on English proficiency. Other findings suggest that learners in regions with more historic exposure to foreign interaction are more likely to be motivated for social reasons, those from regions with export focused commerce will be motivated for business related reasons. The results of this study may be of interest to policy makers, linguists, educators, and those with an interest in socioeconomic sustainability through language acquisition and education as a method of socioeconomic mobility.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Dialects, motivation, and English proficiency: Empirical evidence from China

Marjerison

Yang

2022

Front. Psychol.

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Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL Students’ motivation, strategic competence and English proficiency: A mixed methods study

Yang,

Wang,

Yang

2024

British Educational Res J

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Self‐regulated learning (SRL) is considered a critical competence for lifelong learning that requires explicit instruction and consistent practice, especially for college students. Despite the abundant intervention studies on the role of SRL in students’ academic performance in the Western world, very little is known in China in English as a foreign language (EFL). To address this issue, the current study utilised a mixed‐methods approach to investigating the effectiveness of self‐regulated language learning intervention (devised using Zimmerman's cyclical phase model of SRL) on Chinese EFL learners. One hundred sophomores from two intact classes were recruited to either an experimental or a control group and evaluated at pre‐, mid‐ and post‐tests for motivation, strategic competence and English proficiency. After the post‐test, 30 students were selected to accomplish follow‐up semi‐structured interviews. The quantitative results revealed a significant increase for the experimental group for the three assessed variables in comparison with the control at the post‐test. In addition, the qualitative results were employed to explore the diverse differences between the high and low achievers and the perceived variances after the intervention, which provided comprehensive knowledge of the SRL foreign language acquisition. Meanwhile, the limitations and the theoretical and pedagogical implications were further discussed.

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EFL Teachers’ Spatial Construction of Linguistic Identities for Sustainable Development in Globalization

Cited by 2 publications

References 80 publications

Dialects, motivation, and English proficiency: Empirical evidence from China

Dialects, motivation, and English proficiency: Empirical evidence from China

Unravelling the effectiveness of self‐regulated language learning intervention on Chinese EFL Students’ motivation, strategic competence and English proficiency: A mixed methods study

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