Chinese ESL learners’ perceptions of English language teaching and learning in Australia

Jie Fan

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    Abstract

    In recent decades, with the rapid economic development of China, there has been a large influx of Chinesestudents into Western countries to pursue their studies. Empirical research reveal that some students encounterlinguistic and academic challenges, and find it difficult to adapt to the Western learning environment. Adopting aqualitative approach, this research examines how Chinese ESL learners perceive English language teaching inAustralia and the learning difficulties they face. By doing so, it seeks to help instructors make informedpedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or havebeen enrolled in a university English language program participated in interviews. The findings reveal that theparticipants show highly positive attitudes toward the communicative approach, and mostly favor grammarinstruction within communicative practice. The learning difficulties they experience are mostly influenced bytheir prior exposure to Chinese teaching and learning styles. The study suggests that teachers should be aware oflearners’ needs and prior learning experiences, so that they could engage in more effective interventions, andassist learners in developing their own learning strategies in the academic adaptation.

    (PDF) Chinese ESL Learners’ Perceptions of English Language Teaching and Learning in Australia. Available from: https://www.researchgate.net/publication/333905768_Chinese_ESL_Learners'_Perceptions_of_English_Language_Teaching_and_Learning_in_Australia [accessed Apr 24 2024].
    Original languageEnglish
    Pages (from-to)139-152
    Number of pages14
    JournalEnglish Language Teaching
    Volume12
    Issue number7
    DOIs
    Publication statusPublished - 2019

    Bibliographical note

    Copyright the Author(s). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

    Keywords

    • Chinese ESL learners
    • learner perceptions
    • language teaching and learning

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