Student engagement in postsecondary English classes in China: the teachers’ perspective

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dc.contributor.author Zhao, Yuanyuan
dc.date.accessioned 2018-11-14T15:02:36Z
dc.date.available 2018-11-14T15:02:36Z
dc.date.issued 2018-12-01
dc.identifier.uri http://hdl.handle.net/2097/39277
dc.description.abstract Fostering student engagement in classes aligns with requirements from the latest national college English curriculum issued in 2015 in China. However, abundant research has identified that both intrinsic and extrinsic obstacles impede the creation of an authentic student-centered learning environment. Meanwhile, limited research studies have evaluated instructors’ perspectives toward student engagement at the undergraduate level embedded in the Chinese examination-oriented educational system. Therefore, this qualitative study investigated four English instructors’ experiences in student engagement and relationship building with their students in postsecondary English classes. This study was confined to English education to non-English major students in the context of Chinese higher education. Research questions were answered through a multiple case study approach guided by Self-Determination Theory, emphasizing the uniqueness of each participant’s experiences and construction of meaning. Triangulation, participants’ member check, and peer debriefing achieved the trustworthiness and rigor of the findings of this study. Results indicate that the four participants appreciated student engagement and confirmed including group class activities and fostering rapport with students as effective ways to increase student engagement. Accordingly, participants viewed themselves as organizers, facilitators, counselors, and resources. Instructors’ beliefs and students’ motivation in English teaching and learning influenced the level of student engagement. Participants struggled with constraints from large class sizes, limited pedagogical knowledge, and shortage of educational technology support. On this basis, a reformation in English curriculum and teacher credentialing is recommended to enhance student engagement. For future studies, empirical research should examine the correlational relationship between engaged pedagogies and academic performance. Further exploration of student engagement from the student perspective is also recommended to identify the most engaging pedagogical practices. en_US
dc.language.iso en_US en_US
dc.subject Student engagement en_US
dc.subject Pedagogical practice en_US
dc.subject Instructor-student relationship en_US
dc.subject English as a foreign language en_US
dc.subject China en_US
dc.subject English education en_US
dc.title Student engagement in postsecondary English classes in China: the teachers’ perspective en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Philosophy en_US
dc.description.level Doctoral en_US
dc.description.department Curriculum and Instruction Programs en_US
dc.description.advisor Debbie K. Mercer en_US
dc.date.published 2018 en_US
dc.date.graduationmonth December en_US
dc.date.modified 2018-11-14


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