On the use of IT&L with EFL undergraduates in China

ZHAO Zhenhong　Mike Neary

【Abstract】This article attempted to reveal an action research study with Interactive Teaching and Learning （IT&L;） in a Confucianist-based higher education system in China. What makes the research special is that the Chinese education system is characterized by a teacher-centered pedagogy derived from Confucianist culture and tradition， the very antithesis of the interactive model. The methodology used is action research， where the researcher is an EFL teacher doing the interactive teaching， grounded in an interpretive epistemology and a constructivist ontology.

【Key words】IT&L;； EFL； Attitudes； Confucianism

Objective： The overall aim of the research is to contribute to methodological development in educational action research （AR） concerning undergraduates attitudes towards Interactive Teaching and Learning （IT&L;） in the context of Confucianist-based higher education system in China.

Contexts of the Research

1. Globalization and English as a Foreign Language （EFL） in Higher Education

Thanks to technological advances and economic developments around the globe， English has become the most widely used in international discourse（Bayyurt & Akcan， 2015：1）. This widespread use of English had necessitated intense academic discussion of the EFL paradigm in local and international contexts. However， comprehensive proposals for EFL classroom practice， EFL language testing， and EFL teacher education have yet to be developed in workable detail and offered to practitioners in the field.

2. Confucianism and Chinese Learner

Findings of past research on the Chinese EFL learners have contributed to the stereotype of Chinese learners as rote-learners who tended to use surface approach in their learning. Biggs （1996） suggests repetition and memory-based strategies are important in facilitating understanding because of the high value placed on effort and perseverance in Confucianism. Other research findings and observations also suggest that Confucianism is a prominent factor which contributes to the stereotype of Chinese learners as rote learners （Wu， 2008）.

Methods： The method is qualitative， using semi-structured interviews and observations， with a group of 56 students， 5 administrators， and 5 teachers， chosen as a purposive sample， over a ten week period. All of interviewees and the research are employed at North China University of Science and Technology （NCST） in China， where the research was conducted. All of the students and teachers are involved on a single course： College English F0001， which lasts for ten weeks at the beginning of the academic year. The research was carried out during the whole term in September 2014.

Since I am part of the university and classroom environment while in the university， I have a role that is ‘part insider and ‘part outsider as an action researcher. One advantage of observation by the action researcher is that I play the role of the teacher and actually participate in the classroom activities as a member of the IT&L; class when I interacted with the students and observed their activities， but a stranger observer in the classroom could distract participants attention and their engagement.

Findings： Students are positive about IT&L;， while university staffs show negative attitudes towards IT&L.; The findings also show that classroom environment design plays a key role in influencing the engagement of students activities in class. Future research could be undertaken over a longer period of time with more students and teachers over a wider range of programs. This could be further extended to include a comparative analysis with other institutions in China as well as the international context.

References：

[1]Bayyurt，Y.，& Akcan，S.（Eds.）.（2015）.Current Perspectives on Pedagogy for English as a Lingua Franca（Vol.6）.Walter de Gruyter GmbH & Co KG.

[2]Biggs，J.（1996）.Western misperceptions of the Confucian-heritage learning culture.In Watkins，D.A.& Biggs，J.B.（ed.），The Chinese Learner：Cultural，psychological and contextual influences.（45-67）.CERC and ACER，Hong Kong：The Central Printing Press.

[3]Wu，M.M.F.（2008）.Language learning strategy use of Chinese ESL learners of Hong Kong-findings from a qualitative study.Electronic Journal of Foreign Language Teaching，5（1），68-83.