Released in 2018, China's Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among…

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms…

The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…

In China, since 2004, developing students' overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers' knowledge base related to teaching…

Much research shows that regardless of where teachers are trained, there is the disjuncture between training and practice. As a result, teachers reject new approaches because they are not aligned to contexts in which they eventually find themselves. This research, however, shines a light on the efforts of Chinese English language teachers in…

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to…

This article reports on an exploratory study of English as a foreign language (EFL) teachers' attitudes, beliefs, and professional knowledge about teaching EFL (TEFL) in a preschool setting in China. The investigation is structured on a two-dimensional grid based on Calderhead's (1996) categorisation of teachers' attitudes and beliefs and…

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in…

This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make…

This paper investigates difficulties that teachers encounter in teaching oral English in higher education in the English as a foreign language (EFL) context. Open-ended question surveys and semi-structured interviews were used to elicit data. There were 331 EFL teachers from 44 universities in 22 cities across China that responded to the survey…

This article reports on a study of the pedagogies of two content-trained teachers and two language-trained teachers in their content-based second language (L2) classrooms at the middle-school level in two Chinese contexts: Hong Kong and Xi'an. The study aims to identify pedagogies that support content and language learning, referred to here as…