Teachers' Perceptions of Improving Student Learning Outcomes by Combining Form-Focused Instruction and Social Identity Theory at Universities in China

Autor/in	Zhu, Junlin
Titel	Teachers' Perceptions of Improving Student Learning Outcomes by Combining Form-Focused Instruction and Social Identity Theory at Universities in China
Quelle	(2023), (104 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alliant International University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-5443-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Outcomes of Education; Foreign Countries; Grammar; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Higher Education; Self Concept; Accuracy; Language Teachers; College Faculty; Student Improvement; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Lernleistung; Schulerfolg; Ausland; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Language teacher; Sprachunterricht; Fakultät
Abstract	Form-focused instruction (FFI) can improve students' language output by enhancing form accuracy (Barrot, 2014; Mansouri et al., 2019; Schenck & Baldwin, 2019; Spada, 2014), while the identity theory looks at language learning and the relationship between the language learner and the larger social world (Norton, 2013). Given issues such as large classes and test-dominated teaching creating a disconnection between the student's progress and the official education system for English education at universities in China, the researcher explored teachers' perceptions of combining FFI and identity theory to improve their students' learning outcomes. Thirty teachers from a university in the south of China were recruited as participants. Both quantitative data and qualitative data were collected by a five-part questionnaire. Through statistical data analysis and qualitative data analysis, several findings were found, including how participating teachers interpreted FFI and identity theory and how they actually view the application of the two constructs in their teaching to improve students' learning outcomes. This study also provides 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	2024/1/01