Teachers' Mandarin usage in EFL classrooms in two universities in Southeast Mainland China

Lu, Y 2015, Teachers' Mandarin usage in EFL classrooms in two universities in Southeast Mainland China, Doctor of Philosophy (PhD), Education, RMIT University.

Document type: Thesis
Collection: Theses

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Title Teachers' Mandarin usage in EFL classrooms in two universities in Southeast Mainland China
Author(s) Lu, Y
Year 2015
Abstract English as a Foreign Language (EFL) has been taught using various approaches in a diversity of settings over many years from the traditional Grammar Translation method, to the Community Language Learning method, to the Content and Language Integrated Learning method. However, in all the approaches to EFL teaching, debate still exists over the usage of students’ first language in EFL classes. Questions regarding the relationship between EFL and the age of the learner and the factors that interfere or facilitate EFL learning continue. This study investigated the teaching of EFL, for non-English major students, where students’ first official language was Mandarin in two universities in Southeast Mainland China. The research examined how teachers used Mandarin in EFL classes, in what situations and why teachers used Mandarin in EFL classes, what students’ and teachers’ attitudes were regarding the switching from English to Mandarin, and the relationship between students’ English proficiency levels and their attitudes towards EFL teachers’ Mandarin usage in classroom.

The study employed a Sequential Explanatory Mixed Methods Research Methodology. Quantitative data were collected through a survey of 417 higher education university students and 22 EFL teachers in two universities in Southeast Mainland China. Subsequently, qualitative data were collected through eight audio-recorded classroom observations and four semi-structured EFL teachers’ interviews.

The conclusions drawn were that EFL teachers believed that it is important to switch to Mandarin for the following reasons: to assist higher education students to understand EFL more efficiently and effectively, because of the insufficient class time for EFL teaching and learning in the classroom, because of the EFL teachers’ low competence in mastering the English language, because of the limited English experiences the students have with the language, and because students do not appear to engage with the text book driven teaching content of EFL classes. The study highlights the need for further exploration of the teaching of EFL in university settings particularly the EFL teachers’ requirements of professional development in effective practices for adult learners.
Degree Doctor of Philosophy (PhD)
Institution RMIT University
School, Department or Centre Education
Subjects Higher Education
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Teacher Education and Professional Development of Educators
Keyword(s) EFL
Mandarin usage
attitudes towards Mandarin usage
the amount of Mandarin usage
the usage contexts
Higher Education in China
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Created: Tue, 25 Aug 2015, 13:34:47 EST by Keely Chapman
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