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With the development of higher education in China, English has been listed as a compulsory course in basic education, and people's demand for English teaching level is also increasing. However, with the advent of the information age, there have been significant changes in the dissemination of knowledge, teaching methods, and teaching environment. Traditional English teaching models can no longer meet the requirements of modern society for versatile talents. Therefore, exploring the mixed online and offline English teaching path has become particularly important. Artificial intelligence (AI) is an advanced technology today. It can evaluate students' pronunciation and provide corresponding guidance, thereby increasing students' interest in English and improving English pronunciation accuracy. It can also provide personalized learning content and learning paths according to students' learning needs and levels. By analyzing students' learning situation and feedback, it automatically adjusts and optimizes learning resources so that students can better master English knowledge and skills. The traditional English teaching model is often limited by time and space, while the AI-based hybrid teaching model can integrate a variety of educational resources around the world, including high-quality course content, learning resources and online tutoring services, so that students can get the most suitable educational resources anytime and anywhere, which can improve learning efficiency. [ABSTRACT FROM AUTHOR]

Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphors in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers' ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures. [ABSTRACT FROM AUTHOR]

The study of cognitive processes in English teaching methods from the perspective of HPM (History and Pedagogy of Mathematics) provides valuable insights into how students learn and understand the English language. Cognitive research in language learning focuses on the mental processes involved in acquiring, processing, and using language skills. By incorporating the principles of HPM, which examines the historical development and pedagogical approaches in mathematics education, researchers can draw parallels and apply similar methodologies to English language instruction. This paper constructed Bloom's taxonomy Fuzzy Decision Support System (BTF-DSS). Bloom's taxonomy provides information about the teacher's understanding towards the teaching. Through BTF-DSS model offers teachers provides the knowledge and expertise for effective teaching with the fuzzy model. The BTF-DSS model uses the fuzzy logic decision support system for the appropriate significant teaching and learning experience. The simulation analysis of the BTF-DSS model expressed that the fuzzy model exhibits significant performance for the English teaching method in China through the HPM process. [ABSTRACT FROM AUTHOR]

INTRODUCTION: English language teaching in China is primarily traditional test-based education. Few teachers customize teaching activities according to the content and students' characteristics, which results in students' low interest in learning English and reduces their understanding and application of knowledge to the point that their speaking skills are generally weak. English is different from Chinese in that it combines skills and practice and covers a wide range of knowledge. It is a subject category that combines general knowledge of life with theoretical knowledge. Although it is only a language subject, in the process of learning it, students can also learn the human background, customs, history and culture of foreign countries, enriching their understanding of world culture. OBJECTIVES: Organic combination of the STEAM model and English teaching can promote academic innovation, on the one hand, to enhance learning hobbies from the aspect of learning needs and to cultivate students' comprehensive literacy, and on the other hand, the innovation of practice and concepts can enhance students' practical ability and innovation ability. METHODS: This study is based on big data evolutionary network influence analysis of STEAM education concept in English teaching time process analysis of students in the classroom participation, interest in learning English and learning self-confidence and the phenomenon of mismatch between the students' learning foundation, to enhance the student's classroom participation, the interest in learning English and self-confidence, the students' comprehensive literacy, and the acquisition of English language skills. RESULTS: STEAM + ELT practices + interdisciplinary teaching can be realized by organically combining STEAM education concepts across multiple subject areas. CONCLUSION: Designing appropriate English teaching activities based on the STEAM education concept and applying the theory in actual teaching activities can achieve the expected results. [ABSTRACT FROM AUTHOR]

Teachers' self-directed professional development (i.e., professional development implemented by teachers on their own) has been considered a useful channel of overcoming external constraints in under-resourced contexts, where external support for teachers may be limited. However, almost no research has focused on how such development could be achieved through open educational resources (OERs), which have been acknowledged for their free and convenient access and for their complementary role in buttressing the instructional content of in-class teaching. In response to this gap, this study adopted a qualitative case study approach that tracked a secondary teacher from an under-resourced vocational school in China and explored the trajectory of her self-directed professional development through OERs. Through qualitative analyses of data sources (e.g., the teacher's reflections, interview responses and field notes on teaching activities), this study reveals that the teacher's OER-based self-directed professional development involved a process of battling diverse factors in and outside the classroom, including her prior expectations of OERs and the vicarious teaching experiences that she gained while implementing self-directed professional development. The teacher gradually constructed her malleable and critical understanding of OERs as crucial resources in sustaining her self-directed professional development. This study concludes that OERs were useful in the process of the teacher's self-directed professional development, despite the complexity of their use. [ABSTRACT FROM AUTHOR]

There have been papers published in the Chinese mainland or Taiwan or outside of China exploring the relationship between intercultural communication studies and English teaching in China. The present study, applying historicism, points out that these papers, though informative, are far from adequate for lack of equal importance attached to journal papers and books, and to some events of historic significance. The objective of the present study is, therefore, to make up for some missing links in these papers. A rhetorical approach out of various perspectives on ICS is called for so that teachers and students of ICS in China would be better informed to realize effective intercultural communication in English. To this end, this paper first points out that to trace the origin of the relationship between language and culture is a bit far-fetched, for no one could possibly pin down exactly when the relationship was perceived between culture and FLE in general and English teaching in particular. Then a more comprehensive account is made of the development of ICS in China for English Teaching. Third, some barriers in furthering ICS for English teaching in China are clarified as well as their causes. Fourth and finally, a rhetorical approach is suggested to ICS both for descriptions of cultural differences and evaluations of cultural elements that comprise a given culture. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this narrative is to share insights on the little-known two-by-two evangelical sect, specifically its use of English teaching in South Korea and China as a missionary tool of conversion. Design/methodology/approach: This narrative is written in memoir-style, with sections that analyze the author's experiences. The analysis looks at the two-by-two sect through the lens of Gee's Theory of Discourse. Findings: Based on the author's experiences as an insider for 35 years in the two-by-two evangelical sect, four of those in China and S. Korea, she discusses the use of English teaching as a missionary tool of conversion. The paper questions the ethicality of this practice. Practical implications: The author suggests that global English teachers should carefully examine their own religiosity to make sure they are not ethically compromising opportunities for their students in an effort to create converts. Originality/value: This paper sheds light on the global nature of the two-by-two sect, a religion that has very little written about it in the scholarly realm. [ABSTRACT FROM AUTHOR]

With the global integration and the increasing level of China's internationalization, the demand of Chinese people for English learning is growing rapidly. At the same time, English has gradually become one of the most frequently used languages in the world economic exchanges and cultural information exchanges. After the material life demands of the members of the domestic society are fully satisfied, the learning and explanation of the corresponding knowledge content of the English language are gradually highly valued by the staff in various production fields. After AI proposed deep learning models, researchers also began to improve these models and use them in speech recognition. Through multi-layer nonlinear structure, the essential features are preserved and more abstract advanced features are extracted, so the recognition rate is improved. Computer-aided language learning will change the existing language teaching mode and learning environment, so that learners can learn independently anytime and anywhere. Deep learning can give learners accurate, objective and timely pronunciation evaluation and feedback guidance. It can also help learners find out the differences between their pronunciation and standard pronunciation through repeated listening and comparison, correct their pronunciation errors, and improve the efficiency of language learning. This paper constructs an English language improvement system based on deep learning. The experimental results show that the proposed method can effectively analyze the input speech signals and make corresponding feedback. [ABSTRACT FROM AUTHOR]

The interlanguage fossilization is a distinguishing characteristic of second language acquisition and plays an important role in promoting the foreign language teaching in China. According to survey four main problems of English teaching in local undergraduate colleges have been found, involving language environment, teaching methods, teacher-student relationship and test mode. Therefore, this paper expounds the characteristics, classification and basic causes of interlanguage petrochemical phenomena, and proposes the main measures of English teaching reform in local undergraduate colleges from the perspective of theory of interlanguage fossilization. The reform measures are as follows (a)foster a good language learning environment, (b) emphasize learning strategy in the teaching process, (c) innovate teaching concepts and teaching models,(d) select high-quality teaching materials and strengthen teacher promotion. [ABSTRACT FROM AUTHOR]

This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People's Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People's Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths' opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level. [ABSTRACT FROM AUTHOR]

As a wide-ranging inter-discipline which rose in the 1960s, sociolinguistics takes language as a part of society and culture and explores how to relate the rules of language with social factors as its basic task. At the same time, its theories and practices are not only an important supplement and development for linguistics, but also very important for theories and practices of foreign language teaching. The foreign language teaching must pay attention to the cultivation of students' communicative ability. However, foreign language teaching in China has ignored the communicative ability with only paying attention to the language form for a long time. The paper is intended to analyze the reasons why sociolinguistics encounters so many obstacles in English teaching in China and the existing problems of China's foreign language teaching to help the readers have a better understanding of the application of sociolinguistics in China's English teaching. [ABSTRACT FROM AUTHOR]

"Reflective teaching", as a reform in international teachers' education as well as a theory of teacher training, aims to promote teachers professional development. Based on the analyses of moral responsibility of teaching and actual result of teaching techniques, it has gradually developed into a powerful teaching trend which has been influencing practice of education all over the world. This paper aims to clarify the following problems: what is reflective teaching; why is reflective teaching worth doing. By analyzing the theoretical bases and previous research of reflective teaching, it further proposed five aspects of reflective teaching for high school teachers to employ in their teaching practice in China. [ABSTRACT FROM AUTHOR]

Learning a foreign culture means getting in touch with a new culture. Intercultural education is gaining more and more attention in college English teaching. Cultural teaching in cross-cultural background involves more than the introduction of a target culture, but rather the emphasis of both the source culture and target culture. To fulfill the responsibility of spreading excellent Chinese culture to the world, both the foreign language learners and teachers should develop more versatile cross-cultural perspectives. [ABSTRACT FROM AUTHOR]

This article presents the findings of a historically-informed comparative study that juxtaposes the lives of three missionary educators in China in the early 20th century with three Christian educators in China today. Data sources included hundreds of letters from the women written in China to their families and friends over several decades and transcripts of over a dozen interviews. Wenger's social theory of identity formation was used to analyze the data and address the questions of why they went to China, the intended and actual results, and the impact it had on the women and their identity construction. The findings show that although there were major differences across the two centuries, as was expected, there were surprisingly many similarities among the individual teachers, as are noted in the common communities of practice that emerged: "educator," "missionary," "gender advocate," "Chinese advocate," "leader," and "learner." [ABSTRACT FROM AUTHOR]

Abstract: The development of computer and information technology offers a favorable external environment for English teaching. There are more than 300 million learners of English in China. Information technology furnishes them with abundant teaching materials of English, which also provides an opportunity for teachers to change their pedagogical strategies so as to improve the efficiency of teaching and learning. This paper discusses the application and advantages of e-learning in English teaching, and analyses how to change the pedagogical strategies for teachers to improve teaching efficiency and enable students to master English as a second language quickly and effectively. [Copyright &y& Elsevier]

Despite the increasing attention paid to developing intercultural communicative competence (ICC) of foreign language learners in recent years among linguistic scholars and practitioners, few studies could be found concerning ICC assessment, especially ways in which different dimensions of ICC should be assessed. The present study aims to explore the status quo of ICC assessment in English programs in China and feasible approaches to testing ICC. Data revealing university English teachers' attitudes and methods they used in ICC assessment were collected through a nation-wide survey on university English teachers' perception of ICC and their teaching practices in China. The findings showed that, despite a high awareness, among the subjects of the survey, of the importance of developing students' ICC in English classes, few teachers have made any attempts to assess their students' ICC due to the complex and intangible nature of its constructs. In addition, the minority who have made such an attempt often opted for objective assessments, which are mainly used to test students' Savoirs (Savoir and Savoir Comprendre), and are less feasible to evaluate two other more important and difficult dimensions of ICC, savoir faire and savoir être. The present paper also explores the reason for the current situation of ICC assessment in China, with a hope to provide English teachers with necessary guidance on assessing their students' ICC. [ABSTRACT FROM AUTHOR]

Abstract: “Language Games”, as a key term in Wittgenstein''s later philosophy, emphasizes the everyday usage of language. This concept not only plays a revolutionary role in the development of philosophy, but also sheds new insights into language teaching. With the purpose of providing a perspective of language philosophy on English teaching in China, the paper, through a descriptive analysis, explores the implications of “language games” to language teaching in three aspects of its relevant notions, that is, forms of life, family resemblance and rule following, and concludes that our English teaching should be reformed to focus on cultivating learners’ ability to use English for communication by adopting the authentic teaching content, the contextual teaching process and the interactive teaching model. [Copyright &y& Elsevier]

While we hold that cultural colonization in English teaching in the cross-cultural context is a legitimate concern, we argue that when overstretched it tends to ignore the complex power relations within a culture by imposing homogeneity on it. It may also fossilize the role a foreign language can play in a multilingual context, which, we believe, cannot be reduced to simplistic terms of cultural subjugation. We will use an example from the teaching of English argumentation in China to show that English in its contact with Chinese interrupts an otherwise inert cognitive process based on habituation, thus participating in and contributing to the cultivation of critical literacy. Translingual ability is what makes critical literacy possible. [ABSTRACT FROM PUBLISHER]

This paper reports on my first-hand experiences of being a 'purist' in Hong Kong, during which time I was not allowed to use mixed code, a common discursive practice among Hongkongers in Hong Kong. I shall discuss the difficulties in using 'pure' English and 'pure' Chinese in my daily life, as well as exploring the problems I encountered when I used 'pure' English in teaching English to a small group of ESL students at a primary school in Hong Kong. I argue that mixed code is very much characteristic of everyday language use by most Hongkongers and represents an important marker of their ethno-linguistic identity. In relation to language teaching, I suggest that mixed code may be usefully adopted in teaching English in Hong Kong, rather than being shunned at all costs. [ABSTRACT FROM AUTHOR]

Foreign language anxiety is one of the best predictors in accounting for individual differences in language learning success in SLA, and that it is proved to be one of the most essential and influential affective factors. The present study adopts English listening tests and questionnaire to conduct a survey on English listening classroom anxiety with 125 English majors as its subjects. The results show that there exist certain negative correlations both between English listening classroom anxiety and listening achievement. This thesis investigates the influence anxiety has on listening comprehension, explores the potential sources of foreign language listening anxiety, and puts forward some coping strategies from various aspects such as learners' psychology, teaching techniques, etc. in a hope to create a low-anxiety classroom atmosphere, and help to improve students' listening performance and proficiency in a most favorable affective state. [ABSTRACT FROM AUTHOR]

Recent educational reforms in China have emphasized “learner autonomy”, but this differs in crucial respects from the concept of “personal autonomy”, which is a central goal of western liberal education. The many changes that have resulted from the opening up policy in China in the last 30 years include what has been called “regulated individualism”, but moves towards individualism remain balanced by a recognition of interdependence and collectivism. Can autonomy take root in schools in these circumstances? The research reported in this article provides a snapshot of the situation in a senior high school in Beijing. It reveals that learner autonomy is currently hardly a reality at all in the classroom. Students show their desire for autonomy and manage the class activities for which they have responsibility with some degree of autonomy. The teacher also tends to accept the principle of learner autonomy, but finds her hands tied both by her own natural tendency to dominate the learning process (in accordance with traditional Chinese expectations of a teacher) and by the requirements of the University Entrance Examination. [ABSTRACT FROM AUTHOR]

The dramatic rise of Chinese learners in the western classrooms and growing number of western teachers in the Chinese classrooms have raised awareness among researchers, educators and teachers about the "cultural shock" that both learners and teachers face when transiting to a different educational system with a different teaching and learning philosophy. However, no judgement or interpretation can be correctly made on learning behaviour and teaching practices without an understanding and respect of the Chinese characteristics of teaching and learning. This critical review provides a guide to analysis or discussions concerning the ways Chinese learn English. It gives an overview of the history, ideology, structure, centralisation, development and political maxims of English teaching and learning in the Chinese education system and discusses the characteristics of Chinese learners, the English language teaching environment and the contemporary classroom practices in China. It also aims to shed lights to English native teachers on developing teaching or classroom practices appropriate to these Chinese learners. [ABSTRACT FROM AUTHOR]

Abstract: Narrative inquiry in language teacher education aims to understand the experiences of teachers in the particular contexts in which they teach. This article reports on the use of narrative frames as a means of investigating the teaching experiences of university English teachers in China. This study used four specifically designed narrative frames to collect data from a large group of teachers who participated in a summer teacher education program. Eighty-three complete sets of the four frames were collected and then analyzed using a paradigmatic approach typical of qualitative content analysis to explore commonalities among the teachers’ experiences. One frame, relating to the Research Methodology course, is used to illustrate the effectiveness of this approach. The researchers suggest that the frames are useful for collecting a large amount of data from a large number of participants, and that they provide a means of entry into an unfamiliar research context. At the same time, they caution that using the frames in this way has the potential to de-personalize the experiences of teachers, an outcome atypical of narrative inquiry. [Copyright &y& Elsevier]

Addressing the needs of students with learning difficulties in the mainstream English classroom in Hong Kong is a major challenge for a range of reasons, including a lack of research into the topic. This narrative suggests that such students are likely to be experiencing difficulty in a number of subject areas, and that a collaborative approach is an effective way of designing strategies to help them. This narrative further reports on an action research project, which has begun the task of developing strategies to meet the needs of this group of students and their teachers. [ABSTRACT FROM AUTHOR]