Teachers’ Perspectives of College English in Institutions of Higher Learning in Central China

Abstract

English is taught as a foreign language at all education levels ranging from the primary schools to the graduate schools in China. College English is taught to non-English majors in all institutions of higher learning (IHL) in China. Since the implementation of the 2016 College English Teaching Reform, all IHL in China have witnessed a shift from a traditional teacher-centered approach to a more learner-centered communicative approach in the teaching and learning of English as a Foreign Language (EFL). This paper presents the perspectives of 62 university EFL teachers on College English from two IHL located in Central China. Data were collected via a questionnaire and interviews. The findings revealed that teachers have moderately positive perceptions of College English in terms of its teaching objectives, language skills, teaching methods and teaching resources. The findings also recorded no significant difference in teachers’ perceptions based on gender but a significant difference was observed based on age on two aspects, namely teaching objectives and language skills. Meanwhile, a significant difference was also seen based on teaching experience in terms of teaching objectives. This study has helped to provide some feedback on the implementation of the 2016 College English Teaching Reform so that necessary steps can be taken for further enhancement of its implementation in all IHL in China.