A mixed method study on Chinese primary school EFL teachers' preparation, affecting factors and support needed to implement intercultural foreign language teaching
Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention h...
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| Veröffentlicht in: | PloS one 2023-04, Vol.18 (4), p.e0284146-e0284146 |
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| description | Cultivating intercultural competence is a long-term and staged process requiring the efforts of all counterparts in the education field from primary school up to university. Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers' preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers' lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers' lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed. |
| doi_str_mv | 10.1371/journal.pone.0284146 |
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Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers' preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers' lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers' lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0284146</identifier><identifier>PMID: 37027439</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Attitudes ; Biology and Life Sciences ; Chinese languages ; Core curriculum ; Cultural factors ; Culture ; East Asian People ; Education ; Educational aspects ; Elementary education ; Empirical analysis ; English as a second language ; English as a second language instruction ; English language ; English teachers ; Entrance examinations ; Foreign language learning ; Foreign languages ; Higher education ; Humans ; Intercultural communication ; Knowledge ; Language ; Language instruction ; Language proficiency ; Learning environment ; Literacy ; Methods ; Mixed methods research ; Objectives ; People and Places ; Qualitative analysis ; Research and Analysis Methods ; School construction ; School Teachers ; Schools ; Second language teachers ; Skills ; Social Sciences ; Students ; Study abroad ; Teacher education ; Teachers ; Teaching ; Tertiary ; Textbooks ; Training</subject><ispartof>PloS one, 2023-04, Vol.18 (4), p.e0284146-e0284146</ispartof><rights>Copyright: © 2023 Wang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</rights><rights>COPYRIGHT 2023 Public Library of Science</rights><rights>2023 Wang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2023 Wang et al 2023 Wang et al</rights><rights>2023 Wang et al. 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Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers' preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. 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mixed method study on Chinese primary school EFL teachers' preparation, affecting factors and support needed to implement intercultural foreign language teaching</title><author>Wang, Huang ; Xu, Tianyuan ; Zhang, Mengxue</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c642t-ca10567645cbcb274e51cf5cc51b31e01233137fe96fcf7940d340581260aba73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Attitudes</topic><topic>Biology and Life Sciences</topic><topic>Chinese languages</topic><topic>Core curriculum</topic><topic>Cultural factors</topic><topic>Culture</topic><topic>East Asian People</topic><topic>Education</topic><topic>Educational aspects</topic><topic>Elementary education</topic><topic>Empirical analysis</topic><topic>English as a second language</topic><topic>English as a second language instruction</topic><topic>English language</topic><topic>English 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Currently, most research on intercultural education in China focuses on the tertiary education context, and little attention has been paid to elementary education as well as primary school EFL teachers. Against this background, this study intends to investigate Chinese primary school EFL teachers' preparedness for intercultural foreign language teaching (IFLT), its influencing factors, and the support teachers need to implement IFLT. A convergent mixed method was used in this study. Data was collected through questionnaires and interviews, SPSS and the thematic analysis method were used to analyze the data. Via both quantitative and qualitative methods, this empirical study found that: 1. Primary school EFL teachers are not well prepared for IFLT; 2. Textbooks, the current evaluation system, teachers' lack of literacy in intercultural competence, insufficient teacher training on intercultural competence, and teachers' lack of time and energy are five major factors that constrain the implementation of IFLT; 3. Support from school administration, the construction of intercultural-related materials and resources, and practice-oriented teacher training are the three main support teachers need. Based on these findings, the role of textbooks, experience abroad and general materials on culture in promoting IFLT were discussed. At last, implications and future research directions were proposed.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>37027439</pmid><doi>10.1371/journal.pone.0284146</doi><tpages>e0284146</tpages><orcidid>https://orcid.org/0000-0002-2048-1644</orcidid><orcidid>https://orcid.org/0000-0001-5796-3586</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Attitudes Biology and Life Sciences Chinese languages Core curriculum Cultural factors Culture East Asian People Education Educational aspects Elementary education Empirical analysis English as a second language English as a second language instruction English language English teachers Entrance examinations Foreign language learning Foreign languages Higher education Humans Intercultural communication Knowledge Language Language instruction Language proficiency Learning environment Literacy Methods Mixed methods research Objectives People and Places Qualitative analysis Research and Analysis Methods School construction School Teachers Schools Second language teachers Skills Social Sciences Students Study abroad Teacher education Teachers Teaching Tertiary Textbooks Training |
| title | A mixed method study on Chinese primary school EFL teachers' preparation, affecting factors and support needed to implement intercultural foreign language teaching |
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