Criteria for Selecting Instructors of English for Academic Purposes Courses: What Do Students Look for?

John Harper, Shang Li

Abstract


Seeking to provide insight into the role that English for Academic Purposes (EAP) courses play in China’s growing number of joint-venture universities (JVUs), this article reports on a study of the factors that motivate students’ selection of instructors for such courses. The study reports on three stages of the investigation: (1) a preliminary, online tapping of learners’ motives in EAP instructor selection, (2) a survey, based on the findings of Stage 1, in which past EAP students ranked qualities most and least desired of EAP instructors, (3) focus-group discussions (FGDs), based on the survey of Stage 2, in which past EAP students commented on the qualities that they most and least desired of EAP instructors. Survey results are grouped into the top three, bottom three, and middle three; survey results are analyzed in light of FGDs, with discrepancies between the two being acknowledged and interpreted. Three overarching pedagogical implications are presented: (1) the need of a sense of community in EAP courses, (2) the need of transparency in EAP courses, and (3) the perception of EAP instructors as first and foremost classroom teachers. Limitations of the study are duly noted.

Keywords


English for academic purposes; English as a medium of instruction; instructor qualities; instructor selection; joint-venture university

Full Text:

PDF

References


Basturkmen, H. (2002). Negotiating meaning in seminar-type discussion and EAP. English for Specific Purposes, 21(3), 233-242.

Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Lawrence Erlbaum Associates.

Cai, L. J. (2017). Students’ perceptions of academic writing: A needs analysis of EAP in China. In K.Kimura & J. Middlecamp (Eds.), Asian-focused ELT research and practice: Voices from the far edge (pp. 127-151).

Cheng, X. (2000). Asian students’ reticence revisited. System, 28, 435-446.

Cortazzi, M., & Jin, L. (1996): Cultures of learning: Language classrooms in China. In H. Coleman(Ed.), Society and the language classroom (pp. 169-206). Cambridge University Press.

De Chazal, E. (2014). English for academic purposes. Oxford.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Ennew, C. T., & Yang, F. (2009). Foreign universities in China: A case study. European Journal of Education, 44(1), 21-36.

Ergenc, C. (2020). An action research on teaching in multicultural classrooms at joint-venture universities in China. Asia-Pacific Journal of Education. DOI: 10.1080/02188791.2020.1788506

Feng, H., Sun, Y., & Zou, Y. (2019). English writing assignments and students’ self-perceived writing needs: A survey of undergraduates at a Chinese university. TESOL Quarterly, 53(3), 857-874.

Ferris, D. R. (2009). Teaching college writing to diverse student populations. University of Michigan Press.

He, D., & Miller, L. (2011). English teacher preference: The case of China's non‐English‐major students. World Englishes, 30(3), 428-443.

Hirvela, A. R. (2016). Connecting reading and writing in second language writing instruction (2nd Ed.). University of Michigan Press.

Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.

Hyland, K. (2016). Teaching and researching writing (3rd Ed.). Routledge.

James, M. A. (2014). Learning transfer in English-for-academic-purposes contexts: A systematic review of research. Journal of English for Academic Purposes, 14, 1–13.

Kim, E. P., & Olson, M. (2016). Exemplary Chinese university professors: Qualities and impact on students. The IAFOR Journal of Education, 4(1), 123-145.

Krosnick, J. A. (1991). Response strategies for coping with the cognitive demands of attitude measures in surveys. Applied Cognitive Psychology, 5(3), 213-236.

Leki, I., & Carson, J. (1997). “Two completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39-69.

Li, M., & Baldauf, R. (2011). Beyond the curriculum: A Chinese example of issues constraining effective English language teaching. TESOL Quarterly, 45(4), 793-803.

Lin, T.-B., & Wu, C.-W. (2012). Teachers’ perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586-609.

Liu, M., & Jackson, J. (2008). An exploration of Chinese learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.

Ma, Florence L-P. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.

Morgan, B. (2009). Fostering transformative practitioners for critical EAP: Possibilities and challenges. Journal of English for Academic Purposes, 8(2), 86-99.

Muthanna, A., & Sang, G. (2015). Undergraduate Chinese students’ perspectives on Gaokao examination: Strengths, weaknesses, and implications. International Journal of Research Studies in Education, 5(2), 3-12.

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314.

Pennington, M. C., & Hoekje, B. J. (2014). Framing English language teaching. System, 46, 163-175.

Rao, Z. (2010). Chinese students' perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55-68.

Rao, Z., & Yuan, H. (2016). Employing native-English-speaking teachers in China: Benefits, problems and solutions. English Today, 32(4), 12-18.

Snow, D., Sun, O., & Li, X. (2017). Learning to speak in an exam-focused world: A study of independent language learning in China. In Reinders H., Nunan D., Zou B. (Eds.) Innovation in language learning and teaching. New language learning and teaching environments (pp. 39-62). Palgrave Macmillan.

Tam, K. Y., Heng, M. A., & Jiang, G. H. (2009). What undergraduate students in China say about their professors’ teaching. Teaching in Higher Education, 14(2), 147-159.

Trinder, R. (2013). Business students’ beliefs about language learning in a university context. English for Specific Purposes, 32(1), 1-11.

Tsui, A. B. M. (1996). Reticence and anxiety in second language acquisition. In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom (pp. 144-167). Cambridge, UK: Cambridge University Press.

Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98-110.

Wan, W., Low, G. D., & Li, M. (2011). From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles. System, 39, 403-415.

Wingate, U., & Tribble, C. (2012). The best of both worlds? Towards an English for academic purposes/academic literacies writing pedagogy. Studies in Higher Education, 37(4), 481–495.

Xu, H. (2019). Are there culture differences among business students’ learning orientations in higher education–USA vs. China. The Journal of International Management Studies, 14(1), 11-17.

Yin, H., Wang, W., & Han, J. (2016). Chinese undergraduates’ perceptions of teaching quality and the effects on approaches to studying and course satisfaction. Higher Education, 71, 39-57.

Zhang, H., Foskett, N., Wang, D., & Qu, M. (2011). Student satisfaction with undergraduate teaching in China—A comparison between research-intensive and other universities. Higher Education Policy, 24(1), 1-24.

Zhang, L-F (2006). Preferred teaching styles and modes of thinking among university students in mainland China. Thinking Skills and Creativity 1, 95–107.

Zhang, Q., & Watkins, D. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41(4), 781-790.

Zhu, H. (2003). Globalization and new ELT challenges in China. English Today, 19(4), 36-41.




DOI: http://dx.doi.org/10.21462/jeltl.v6i2.603

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:[email protected]


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: