Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Chris Cale

Abstract

AbstractForeign language instructors inconsistently implement instructional practices to support Chinese high school students’ learning of oral English language. Although China has several programs to enhance English second language related competencies and assist students in completing mandatory exams, instructional methodologies do not always allow for achievement of these goals. The purpose of this basic qualitative study was to explore the perceptions of foreign language teachers working in the Hangzhou region of China, specifically regarding their implementation of instructional strategies to support Chinese high school students’ learning of oral English language. Sato and McNamara’s general-purpose second-language oral competency theory served as the conceptual framework. The research questions queried self-addressed foreign language teachers' perceptions concerning the instructional practices they use in in Chinese ESL classrooms. Data were obtained from interviews with eight purposively sampled foreign ESL instructors living and teaching in China at a public school and learning center. Inductive, deductive, and NVivo coding were used to analyze data. Themes included preparation methods for ESL instruction, classroom management strategies for courses and individual learners, and ways institutional-related educators prepare students for exigent pressures. Findings indicated that while instructors utilize effective classroom management methodologies, their approaches regarding classroom and exigent demand preparation show the need to implement instructional and classroom management changes. This study contributes to social change in local settings as well as contributes to other educational reform movements in China.

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