Characteristics and transformation of native English speaker teachers' Beliefs: A study of U.S. English teachers in China

Siping Liu, Jian Wang

Research output: Contribution to journalArticle

Abstract

Native English speaker (NES) teachers presumably play a unique role in developing English-as-a-foreign-language (EFL) learners' oral competence. Teachers' beliefs about what and how to teach and how students learn are assumed to strongly influence their teaching practices and students' learning outcomes. Thus, it is worth exploring whether and to what extent NES teachers can develop their beliefs in the EFL context. Drawing on pre- and post-survey and observation data, this study explores the beliefs of 15 American NES teachers teaching oral English at a university in China. It reveals that while many of the beliefs of what and how to teach remained unchanged, their beliefs of how students learn have changed due to their immersion in the Chinese classroom. It also confirms the claim that NES teachers perceive themselves as judges of accepted English competence and pedagogy.

Original languageEnglish
Pages (from-to)212-253
Number of pages42
JournalAsian EFL Journal
Volume14
Issue number1
StatePublished - Mar 2012

Keywords

  • American EFL teachers
  • Belief change
  • Chinese EFL context
  • Teachers' beliefs

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