Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China

Autor/in	Yang, Fan
Titel	Applying Cooperative Development in Exploring College English Teaching in a Large Class Format in China
Quelle	(2018), (241 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of the Pacific
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-6781-5
Schlagwörter	Hochschulschrift; Dissertation; Cooperative Learning; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Large Group Instruction; College Faculty; Language Teachers; Teaching Methods; Classroom Techniques; Teacher Attitudes; Metacognition; Affective Behavior; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Fakultät; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Large class size as a growing phenomenon in developing countries is closely related to two reasons: initiatives to achieve universal education and rapid population growth (Bendow, Mizrachi, Oliver, & Said-Moshiro, 2007; Shehu & Tafida, 2016). Given the fact that the large class phenomenon cannot be eliminated within a reasonable amount of time, it is important for teachers to develop effective strategies to teach English in large classes (Hayes, 1997). The purpose of this study was to understand in what ways post-observation discussions lead to increased self-awareness by a College English teacher of her pedagogy, especially related to large class teaching, and to provide insights which might be useful to teachers who teach large classes in China and around the world. The research site for this study was a four-year college in northern China. Data were collected from document analysis, observations, and discussions to answer the research questions. The post-observation discussions were structured by using the theoretical frameworks of the Cooperative Development model and a "collaborative conversation" approach. From a series of data analysis, four themes were generated from the data which included student participation, affective factors, classroom management, and instructional strategies. This study also provided implications of the findings and recommendations for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01