Use of Technology to Support the Learning and Teaching of English in China

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

“…Xu, 2010;Zhong & Shen, 2002). This teacher-fronted use could be due to practical constraints, such as the limited resources for individual students in this suburban/rural district or teachers' lack of knowledge regarding technology integration in the classroom (Li & Ni, 2012;Lam, 2000).…”

“…The National Curriculum for Nine-Year Compulsory Education for English (Chinese Ministry of Education, 2001) requires that K-12 English teachers (in both rural and urban areas) create a near-natural language environment with the aid of technological teaching tools. To facilitate this policy, the Ministry of Education, as well as local educational agencies, has made considerable investments in technology resources-including both software and hardware in K-12 schools-to transform the traditional model of foreign language education in the Chinese context (Li & Ni, 2012;J. Xu, 2010).…”

“…Despite these benefits, researchers on technology use in EFL classrooms are concerned that teachers' reliance on technology may decrease interaction between teachers and students, thereby reducing students' opportunities to develop oral language skills during lessons supported by technology use (e.g., Li & Ni, 2012;C. H. Xu, 2006;J.…”

“…Xu, 2010;Zhong & Shen, 2002). In particular, many Chinese EFL teachers still use technology mainly as teachers' lesson delivery tools (i.e., as replacements for chalk boards) rather than studentcentered learning tools within a communicative and interactive language-learning environment (Fang & Warschauer, 2004;Li & Ni, 2012;). Therefore, without teachers' proper uptake of the essence of educational technology, there may be little difference between the teacher-student interaction in technology-enhanced EFL classrooms and the teacher-student interaction in traditional classrooms without technology in China.…”

Research on Implementation of University Computer Foundation Teaching Reform

“…With the development of social informationization, the information process of all walks of life is accelerating [1][2][3]. Employers of college graduates of computer capacity requirements also increased, computer level has become the measure of a prominent sign of the quality and ability of professional college students, and for the independent colleges, computer basic education performance out teaching management and implementation aspects of immaturity, to make computer basic education to adapt to the needs of the social development, and effectively improve the college students' computer application level and operation ability, it need us to proceed from reality, analysis teaching reality, strive to innovation, further reform and improve the university computer foundation teaching [4][5].…”