Tensions in the Language Learning Experiences and Beliefs of Chinese Teachers of English as a Foreign Language

Murphy, Elizabeth and Zeng, Zhen (2007) Tensions in the Language Learning Experiences and Beliefs of Chinese Teachers of English as a Foreign Language. TESL-EJ, 10 (4). pp. 1-19. ISSN 1072-4303

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Abstract

This study explores the Language Learning Experiences (LLEs) and beliefs of six non-native speaking (NNS), English as a Foreign Language (EFL) teachers in China. Data collection involved an online questionnaire, an asynchronous focus group, as well as individual online interviews. Findings were presented as profiles of the six cases. Cross-case analysis using open and axial coding resulted in the identification of three categories of concepts as follows: positive versus negative affect in language learning; authority versus autonomy; authentic versus didactic language learning. The tensions within and between the categories and concepts point to the complexity of EFL teaching and learning in China.

Item Type: Article
URI: http://research.library.mun.ca/id/eprint/2456
Item ID: 2456
Department(s): Education, Faculty of
Date: March 2007
Date Type: Publication
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