Chinese university EAL teachers' attitudes towards Global Englishes (GE): Inspired feedback pedagogy

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Type
Thesis
Author
Xiao, Caiwang
Supervisor
Lee, Icy
Abstract
The status of English as a global language has led to calls for a paradigm shift in English Language Teaching (ELT) towards more inclusive pedagogical approaches. Despite the growing body of literature on Global English Language Teaching (GELT), written feedback practices remain anchored in “correctness” according to native speaker norms. Addressing this issue, Lee (2023) proposed feedback pedagogy aligned with Global Englishes (GE) principles. However, the feasibility and compatibility of such pedagogical innovations hinge on the attitudes of key stakeholders like teachers, an area yet unexplored in the literature. As such, the present study will address this gap by investigating Chinese university English as an Additional Language (EAL) teachers’ attitudes towards GE-inspired feedback pedagogy. Drawing on Oskamp and Schultz’s (2005) ABC model of attitude, the present study adopted an explanatory sequential mixed methods design. Initial quantitative data were collected through an online questionnaire survey (n=258) to explore cognitive, affective, and behavioral dimensions of the participants’ attitudes. This was complemented by semi-structured interviews (n=13) to unpack the reasons behind the participants’ attitudinal landscape. The findings revealed ambivalent attitudes characterized by cognitive dissonance, affective tension, and behavioral hesitancy. Key factors influencing attitudes included limited understanding of GE principles, washback effects of high stakes exams, personal educational experiences, and lack of guidelines and challenges in translating theoretical principles into practice. This study contributes to the existing body of research on stakeholders’ attitudes towards GELT innovations, particularly within the context of writing curriculum reforms in China informed by GE principles. The findings have important implications for teacher education programs, GELT curriculum reform initiatives, and assessment practices in Chinese EAL contexts. By illuminating the complex attitudinal landscape and identifying key challenges and opportunities, this research provides a foundation for developing targeted strategies to bridge the gap between GE principles and pedagogical practice in written feedback. Future research could extend to exploring attitudes of other stakeholders, including students and teachers from various educational levels, and investigating the long-term impacts of implementing GE-inspired feedback pedagogy in diverse educational contexts.
Date Issued
2024
Publisher
National Institute of Education, Nanyang Technological University (NIE NTU), Singapore