English Language Education in the Mainland of China: A Review of Selected Research under the COVID-19 Pandemic (2020-2021)

Rong, Changsheng; Abdullah, Maria Shu Hong Bee

doi:10.4236/oalib.1108390

Cited by 3 publications

(3 citation statements)

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“…Furthermore, there now exist inconsistencies of curricular requirements and assessments at different levels in school English education (Jin et al ., 2017). School English language education has long been in service of the overall framework of nation-building (Rong and Abdullah, 2022). For instance, the significance of “Stories of China retold in English” subject topic in enhancing China's international image has been a hot topic among Chinese researchers and teachers in recent years (Yuan et al ., 2018).…”

Section: Rationale and Justificationsmentioning

confidence: 99%

The double reduction policy and education development in China

Zhong,

Park

2023

IJCED

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PurposeThis policy review paper is an analysis of the Double Reduction Policy (DRP) of China that was promulgated in July 2021. It looks into its rationale as well as different stakeholders' early reactions to the policy.Design/methodology/approachCritical policy analysis (CPA) method was used to identify (1) the artefacts, such as language, objects and acts, that were significant carriers of the DRP; (2) communities of meaning, interpretation, speech and practice that are relevant to the DRP and its implementation; (3) the local discourses relevant to the DRP; and (4) the tension points and their conceptual sources (affective, cognitive and/or moral) by different DRP stakeholders. As per the comparative education field, this paper compares the pre-DRP and post-DRP periods to tease out how the policy affects different stakeholders of education.FindingsThe DRP in China could be attributed to diverse factors such as demography, socialist economic and developmental visions and manpower structure. The implementation of the DRP has generated uneven reactions among different stakeholders and geographical regions both in speed and scale. While education stakeholders have no choice but to adopt the policy, they face challenges derived from a sudden halt of private educational resources and subsequent increased duties of parents and schools.Originality/valueThe significance of this early policy analysis lies in offering an insight into education development in China by analysing and deliberating the DRP from different perspectives.

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Section: Rationale and Justificationsmentioning

confidence: 99%

The double reduction policy and education development in China

Zhong,

Park

2023

IJCED

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“…Previous studies on language teaching in the pandemic era focused mainly on English (Erarslan, 2021; Kamal et al, 2021; Moorhouse & Kohnke, 2021; Rong & Abdullah, 2022; Sugianto & Ulfah, 2020; Yi & Jang, 2020; Yuan & Liu, 2021), few studies attempted to delve into the situation of other languages. As there are currently a large number of Chinese students learning Spanish as a second foreign language, this study aimed to enrich the empirical repository with data from a Chinese University.…”

Section: Introductionmentioning

confidence: 99%

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

Liu

2023

Sage Open

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As a result of the COVID-19 virus outbreak, there has been a dramatic change in the educational landscape, and traditional classroom instruction has shifted to the online environment. Previous research has yielded contradictory results regarding the effect of different instructional modalities on student achievement. This study aimed to examine the impact of teaching mode (online vs. face-to-face) on academic outcomes in the context of Spanish as a foreign language in China. A comparative analysis was conducted between two cohorts of students, one receiving online courses and the other undergoing in-person instruction, and their respective scores for Spanish tests are reported. Additionally, a questionnaire was administered to the online cohort to gain insight into their learning motivation. The results showed that students who received online instruction outperformed those who received face-to-face instruction. Regarding the potential factors underlying the superior academic outcomes of online learners, examination of questionnaire responses pertaining to their learning experience reveals that students’ motivation, learning strategies, self-regulation, and self-efficacy are crucial factors of successful learning results and may have positively contributed to such outcomes.

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“…In Mainland China, the possibilities of technology-enhanced ELE have been acknowledged and are being exploited because it is a way to improve national English proficiency and promote China's internationalisation moves in the digital age [5]. Under the circumstance that rapid technological advances have encouraged the popularisation of Web 2.0 platforms among the public [6] and that the outbreak and recurrence of the Covid-19 pandemic have led online learning to be the norm [7], MALL has become particularly essential. However, although increasing attention of research has been devoted to MALL in China, a research gap has appeared due to the fact that most previous studies have emphasised the effects of MALL on language proficiency instead of the other effects it may exert [8] and that genetic terms, such as mobile devices, have been mostly studied without probing into specified tools [9].…”

Section: Introductionmentioning

confidence: 99%

TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

Hu¹,

Du²

2022

IJIET

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Embedded in interactive and participatory Web 2.0 applications, the complex experiences of English as a foreign language (EFL) learners in the digital age have triggered considerable interest in mobile-assisted language learning (MALL). Abundant research notwithstanding, much remains to be explored in MALL, leaving unknown the multifaceted effects of specific technological applications on various aspects of learning. Placed in China’s higher education context, the present mixed-methods study characterised by an exploratory sequential design intends to fill this gap by focusing on TikTok use in EFL learning. The initial qualitative study indicated EFL learners’ contrasting perceptions of TikTok use in formal learning, centring on its possible effects on global language proficiency, speaking proficiency and affective learning typified by motivation for general language learning, motivation to speak English volitionally and willingness to communicate. Further quantitative research demonstrated that MALL, wherein TikTok was used to supplement classroom-based teaching, did not exert the profound effects on language learning as suggested by the qualitative participants and in previous literature and that learners were less motivated for English learning and communication, though their extrinsic motivation in speaking English increased. Despite the contradiction between these findings with previous ones, this preliminary study is assumed to be significant as it necessitates a critical attitude towards MALL in general and TikTok-assisted EFL learning in particular, encouraging researchers to re-examine these issues in different socio-educational contexts and urging educators to ponder whether it is sensible to implement MALL with the assistance of digital applications, and if so, how to make it as efficacious as anticipated.

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English Language Education in the Mainland of China: A Review of Selected Research under the COVID-19 Pandemic (2020-2021)

Cited by 3 publications

References 0 publications

The double reduction policy and education development in China

The double reduction policy and education development in China

Face-to-Face and Online Learning in Higher Education: Academic Achievements and Learners’ Experience in the Chinese SFL Context

TikTok in Mobile-Assisted English Language Learning: An Exploratory Study

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