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A study of teachers’ perceptions on how to improve the teaching and learning of English language in selected secondary schools in China

KONG, PEIPEI (2017) A study of teachers’ perceptions on how to improve the teaching and learning of English language in selected secondary schools in China. PhD thesis, University of Sheffield.

[img] Text (This is a case study of English language teachers in selected secondary schools in China.)
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Abstract

This is a case study of English language teachers in selected secondary schools in China. The aim of the research was to develop an understanding of the current situation regarding the teaching of the English language in Chinese secondary schools. In addition, this study sought to develop an in-depth understanding of the role played by teachers in the English language teaching and learning process. The study made use of a combination of semi-structured interviews, lesson observations and documentary analysis. The data were analysed qualitatively using the thematic analysis approach. The study showed that the learning and teaching of English language is affected by a number of factors including teachers’ willingness to engage in in-service professional development activities. The study explores some of the factors affecting the teaching and learning of English language in selected public and private secondary schools with a view to identifying ways of improving the teaching of the English language curriculum. The study established, among other things, the need for school authorities to work closely with teachers ensuring that opportunities for professional development are provided and that other logistical support systems are in place for the effective teaching of the English language in schools.

Item Type: Thesis (PhD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
The University of Sheffield > Faculty of Social Sciences (Sheffield)
Identification Number/EthosID: uk.bl.ethos.704360
Depositing User: MRS PEIPEI KONG
Date Deposited: 24 Feb 2017 14:49
Last Modified: 12 Oct 2018 09:35
URI: http://etheses.whiterose.ac.uk/id/eprint/16143

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