The Effect of EFL Teachers' Training in Rural West China: Evidence from Phonics-Oriented Program

Autor/inn/en	Kang, Yeqin; Liang, Lijuan
Titel	The Effect of EFL Teachers' Training in Rural West China: Evidence from Phonics-Oriented Program
Quelle	In: English Language Teaching, 11 (2018) 3, S.40-49 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Rural Education; Phonics; Teacher Attitudes; Program Effectiveness; Academic Achievement; Teaching Methods; Faculty Development; Elementary School Teachers; Secondary School Teachers; Inservice Teacher Education; Control Groups; Experimental Groups; Comparative Analysis; Observation; Language Tests; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ländliche Erwachsenenbildung; Lehrerverhalten; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Beobachtung; Language test; Sprachtest
Abstract	China has launched a nation-wide project of learning English as a "core" subject starting from the third grade in primary schools after the Ministry of Education (MOE) issued "National English Curriculum Standards for Compulsory Education" at the beginning of this century. However, EFL teachers are far from sufficient in rural schools, and thus students are in a more disadvantageous position compared to their peers in the urban area. To meet this need, many "Zhuangang" teachers are employed after being trained. This study examined a phonics-oriented training program in which scholars and practitioners cooperated to train EFL teachers and prospective trainers in rural west China. The current study collected data about EFL teachers' perceptions on the effect of this program and student achievement. The results showed that the training program was quite effective with EFL teachers regarding the program as helpful and students obtaining significantly better scores. These findings indicate that phonics-oriented professional support system is a good way to make teacher development sustainable in the long run. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01