ICT, EFL teacher development and the reform of college English in China: an implementation study
The purpose of this study was to investigate ICT-related EFL teacher development in the context of Chinese national College English reform. Four aims were established. First, to examine the current situation in a specific institution from the perspectives of: 1) teachers' attitudes towards ICT use in the context of College English reform; 2) the integration of ICT in English classes; 3) provision of ICT support within current continuing professional development (CPD) programmes for EFL teachers. Second, to assess the suitability of the CPD policies and practices for EFL teachers as a way of supporting the national College English reform. Third, to identify key issues affecting the effective provision of CPO in relation to ICT for EFL teachers. Fourth, to suggest possible solutions to problems identified and directions for future research. The study employed a case study involving quantitative and qualitative methods in order to give an in-depth account of the process of implementation of the reform at particular point in time. The findings indicated that initially the majority of teachers had held positive attitudes towards ICT use in English teaching and the national reform, but their enthusiasm was waning in the light of inadequate support and training. The national reform had, however, stimulated the improvement of ICT competence of both teachers and students. At the same time, it had challenged EFL teachers to adapt to new teaching materials, student-centred classroom teaching and how to guide students in their autonomous learning. In terms of ICT-related CPD policies and practices, there existed a gap between the current policies in the provision of CPD and demand for this. Recommendations are made for future research and for improvements in policy and practice of ICT-related CPD for EFL teachers in China.
THE INFLUENCE OF GOANIMATE AND COOPERATIVE WORK IN WRITING SKILLS Declaration
This collaborative action research study analyzed how the use of go GoAnimate in cooperative work activities assisted participants in the development of their writing skills. The study was conducted with 74 students from fourth and sixth-grade with an A1 level at a public school in Bogotá, Colombia. Participants showed difficulties with their writing skill when conveying their ideas in English. They also revealed difficulties when engaging in cooperative work activities. Students’ artifacts and interviews, along with teachers’ and students’ checklists, were used to gather data that was analyzed following the grounded theory approach. Findings revealed that cooperative work enhanced participants’ writing skills as they increased their ability to work in groups while taking advantage of their partners’ skills and incorporating peer-assessment strategies. Students were able to work more autonomously since they created their video cartoons and developed their writings showing less dependence on the teacher. Their writing productions showed improvements in terms of content, grammar and vocabulary because GoAnimate, together with the influence of cooperative work, helped students enhance their dialogic texts by helping them increase their writing awareness regarding these features.
SECONDARY EDUCATION 1993-97, A review of Secondary Schools in England
Provides a general overview of secondary schools in England. The text looks at the standards achieved by schools, the contributory factors, and wider aspects of school life. Through discussion of key issues, it aims to point the way forward for further improvement.