Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Liao, Hongjing; Li, Yanju

doi:10.1177/1362168820971467

Cited by 16 publications

(11 citation statements)

References 53 publications

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“…Currently in China, learning English at the basic level is still primarily based on the study of the written language, where students need to master formal English language logic and vocabulary. Both textbook requirements and entrance examinations are based on this standard, with little attention being paid to the content of spoken English (Chen and Yu, 2013;Liao and Li, 2020). Many students mistakenly believe that the English they have learned are the common language of the native English-speaking countries.…”

Section: Introductionmentioning

confidence: 99%

New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era

Shen

Guo

2022

Front. Psychol.

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The outbreak of COVID-19 has brought drastic changes to English teaching as it has shifted from the offline mode before the pandemic to the online mode during the pandemic. However, in the post-pandemic era, there are still many problems in the effective implementation of the process of English teaching, leading to the inability of achieving better results in the quality and efficiency of English teaching and effective cultivation of students’ practical application ability. In recent years, English speaking has attracted the attention of experts and scholars. Therefore, this study constructs an interactive English-speaking practice scene based on a virtual character. A dual-modality emotion recognition method is proposed that mainly recognizes and analyzes facial expressions and physiological signals of students and the virtual character in each scene. Thereafter, the system adjusts the difficulty of the conversation according to the current state of students, toward making the conversation more conducive to the students’ understanding and gradually improving their English-speaking ability. The simulation compares nine facial expressions based on the eNTERFACE05 and CAS-PEAL datasets, which shows that the emotion recognition method proposed in this manuscript can effectively recognize students’ emotions in interactive English-speaking practice and reduce the recognition time to a great extent. The recognition accuracy of the nine facial expressions was close to 90% for the dual-modality emotion recognition method in the eNTERFACE05 dataset, and the recognition accuracy of the dual-modality emotion recognition method was significantly improved with an average improvement of approximately 5%.

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Section: Introductionmentioning

confidence: 99%

New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era

Shen

Guo

2022

Front. Psychol.

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“…The research used a mixed-methods methodology, intentionally integrating qualitative and quantitative instruments to comprehensively capture the varied character of the students' experiences with linguistic variety (Baddane & Ennam, 2024;Blaney et al, 2024;Liao & Li, 2023). The qualitative component included conducting in-depth, semi-structured interviews with the selected students (Hwang et al, 2022;Yeşilçınar & Erdemir, 2023).…”

Section: Methodsmentioning

confidence: 99%

Linguistic Diversity in Education: Strategies for Inclusive Learning Environments

Wijayanti

2024

electrum

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This research explores the intricate dynamics of linguistic diversity in junior high school education with the goal of shedding light on the experiences of students from diverse language origins. The study highlights the significance of acknowledging and valuing the different linguistic environments inside educational settings, as Bahasa Indonesia is predominantly used by 18 out of 30 students, alongside other languages such as Lampungnese and Javanese. The investigation on communication comfort uncovers that most students feel comfortable while using their native language but sometimes experience discomfort during intricate talks, highlighting the need for customised teaching methods. The challenges encountered by students, such as comprehending instructions and experiencing emotions of exclusion, emphasise the practical and emotional aspects of language diversity, hence requiring comprehensive support solutions. The importance of diverse instructional techniques is emphasised by a preference for interactive teaching methods and visual aids. The importance of teacher assistance is highlighted, as students emphasise the need to acknowledge and appreciate linguistic variety while also suggesting the provision of customised materials. The curriculum should accurately reflect the diverse cultural context, requiring a fair and comprehensive approach. Students' proactive use of solutions to overcome linguistic challenges demonstrates their perseverance and ingenuity. Ultimately, this research supports the implementation of inclusive strategies that recognise and address the unique requirements of linguistically varied junior high school children. It aims to create settings that embrace and appreciate linguistic variety

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“…Students use the course platform to learn independently and give feedback, and teachers adjust and optimize the classroom teaching content in real-time according to the student's online learning situation. This teaching mode combines the advantages of traditional teaching and online teaching, which can give full play to the students' subjective initiative, improve students' interest in learning, and enhance the quality of teaching [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Analyzing the efficacy of Higher Vocational Online-Offline Blended Teaching using Koch’s Model

Yang

2024

Applied Mathematics and Nonlinear Sciences

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With the development of the Internet, the traditional offline teaching mode cannot fully meet the current teaching needs, and mixed-mode teaching with informationization characteristics has received widespread attention. By combining the BTS subjective empowerment method and fuzzy comprehensive evaluation method, this paper creates the BTS-entropy weight-fuzzy comprehensive evaluation model for online and offline hybrid teaching. Based on Koch’s model, the evaluation index system of online blended teaching is constructed from four levels: reaction, learning, behavior, and result. On this basis, the four levels of Koch’s model were empirically analyzed to calculate the online and offline blended teaching effect of the school, taking six majors of School J as an example. The results are as follows: from the point of view of the coefficient of variation of the reaction layer, the coefficient of variation of each index is less than 15%, and the consistency is high. From the learning layer scores, the coefficient of variation of the learning layer indicator scores of each major is 10% < 15% and the coefficient of variation of the behavior layer indicators from each major is 19% > 15%, which indicates that the degree of dispersion of each major in the behavior layer is higher, and the variability of the total scores of each major is larger. The coefficient of variation of the outcome layer indicators is 3.8% <15%. To sum up, Koch’s model can provide more exact assessments of the effectiveness of mixed teaching in higher vocational education and provide effective feedback in real-time.

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Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study

Cited by 16 publications

References 53 publications

New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era

New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era

Linguistic Diversity in Education: Strategies for Inclusive Learning Environments

Analyzing the efficacy of Higher Vocational Online-Offline Blended Teaching using Koch’s Model

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