Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18497
Title: 
Authors: 
Keywords: 
teacher belief
self-efficacy
oral English instruction
English as a foreign language
teacher education
Issue Date: 
2011
Citation: 
Chen, Z., & Goh, C. C. M. (2011). Teaching oral English in higher education: Challenges to EFL teachers. Teaching in Higher Education, 16(3), 333 – 345. http://dx.doi.org/10.1080/09500782.2011.609281
Abstract: 
This paper investigates difficulties that teachers encounter in teaching oral English in higher education in the English as a foreign language (EFL) context. Open-ended question surveys and semi-structured interview were used to elicit data. There were 331 EFL teachers from 44 universities in 22 cities across China that responded to the survey questions. 30 teachers were interviewed. The findings showed that apart from external constraints such as large class sizes and a lack of teaching resources, EFL teachers are frustrated by their low self-efficacy with regard to oral English proficiency and inadequate pedagogical knowledge. Most teachers expressed eagerness to receive training in how to design and implement effective tasks to motivate students’ engagement in oral English activities. The implications of these concerns for teacher education are highlighted in the call for training programmes that strengthen teachers’ knowledge base for effective oral English instruction in the EFL context.
Description: 
This is the final draft, after peer-review, of a manuscript published in Teaching in Higher Education. The published version is available online at http://www.tandfonline.com/doi/abs/10.1080/09500782.2011.609281
URI: 
ISSN: 
1356-2517
Other Identifiers: 
10.1080/09500782.2011.609281
Appears in Collections:Journal Articles

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