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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
Wenxiu Chu; Honggang Liu; Fan Fang. A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective. Sustainability 2021, 13, 6721 .
AMA StyleWenxiu Chu, Honggang Liu, Fan Fang. A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective. Sustainability. 2021; 13 (12):6721.
Chicago/Turabian StyleWenxiu Chu; Honggang Liu; Fan Fang. 2021. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12: 6721.
With the expanding use of English around the world, it is important to understand various stakeholders’ attitudes towards it from a Global Englishes (GE) perspective. The GE perspective has challenged native speakerism and recognized the multilingual nature of the English language. In particular, a GE perspective leads to the sustainable development of a language from both sociolinguistic and ecolinguistic perspectives. Echoing the diversity and complexity of the English language use and teaching, this paper investigates senior high school students’ attitudes towards the local variety of English in China, and unpacks their negotiation and construction of identity through their English-language learning journey. Through a series of interviews, this study found that the students still perceive English as a school subject, and see themselves as perennial learners of English. As the GE perspective was not widely recognized, and that students have not developed their awareness of the global use of English, several implications of teaching English from the GE paradigm, from curriculum design and teaching materials, are provided to increase the awareness of the global use of English. This paper also highlights the importance of viewing the development of English from an ecolinguistic perspective for the sustainable development of the language.
Honggang Liu; Xi Zhang; Fan Fang. Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education 2021, 1 -16.
AMA StyleHonggang Liu, Xi Zhang, Fan Fang. Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China. Asia Pacific Journal of Education. 2021; ():1-16.
Chicago/Turabian StyleHonggang Liu; Xi Zhang; Fan Fang. 2021. "Young English learners’ attitudes towards China English: unpacking their identity construction with implications for secondary level language education in China." Asia Pacific Journal of Education , no. : 1-16.
Honggang Liu. Book Review: Gary Barkhuizen, (Ed)., Qualitative Research Topics in Language Teacher Education. Qualitative Research 2021, 1 .
AMA StyleHonggang Liu. Book Review: Gary Barkhuizen, (Ed)., Qualitative Research Topics in Language Teacher Education. Qualitative Research. 2021; ():1.
Chicago/Turabian StyleHonggang Liu. 2021. "Book Review: Gary Barkhuizen, (Ed)., Qualitative Research Topics in Language Teacher Education." Qualitative Research , no. : 1.
Lixiang Gao; Honggang Liu. Data collection research methods in applied linguistics. HeathRose, JimMcKinley, and JessicaBriggs Baffoe‐Djan. London:Bloomsbury, (2020). x+296 pp. International Journal of Applied Linguistics 2021, 31, 164 -166.
AMA StyleLixiang Gao, Honggang Liu. Data collection research methods in applied linguistics. HeathRose, JimMcKinley, and JessicaBriggs Baffoe‐Djan. London:Bloomsbury, (2020). x+296 pp. International Journal of Applied Linguistics. 2021; 31 (1):164-166.
Chicago/Turabian StyleLixiang Gao; Honggang Liu. 2021. "Data collection research methods in applied linguistics. HeathRose, JimMcKinley, and JessicaBriggs Baffoe‐Djan. London:Bloomsbury, (2020). x+296 pp." International Journal of Applied Linguistics 31, no. 1: 164-166.
Flow has been widely researched in the fields of psychology, educational psychology and so on ever since it was first proposed by Csikszentmihalyi (1975), and in recent years it has been further explored in relation to the emotions related to online course learning (Shin, 2006) and digital game playing (Killi, 2005). However, it has less been applied in the field of foreign language education, especially in the era of digital language learning. To fill this gap, we focused on the flow experience of 235 Chinese junior high school students during online English learning using English Fun Dubbing as the software medium. Three stages of flow (antecedents, experience and consequences) were measured to investigate: (1) students’ experience during the dubbing task in terms of the three flow stages, and (2) differences between students with high and low dubbing work scores. Quantitative data analysis followed by interviews showed the students had a moderately-high flow experience among the three flow stages. The flow experience was similar for both student groups, but there were significant variations in the flow antecedents (skill, challenge, and clear goals). These findings have implications for designing and implementing young learners’ English teaching and learning activities.
Honggang Liu; Xueyan Song. Exploring “Flow” in young Chinese EFL learners’ online English learning activities. System 2020, 96, 102425 .
AMA StyleHonggang Liu, Xueyan Song. Exploring “Flow” in young Chinese EFL learners’ online English learning activities. System. 2020; 96 ():102425.
Chicago/Turabian StyleHonggang Liu; Xueyan Song. 2020. "Exploring “Flow” in young Chinese EFL learners’ online English learning activities." System 96, no. : 102425.
Wenxiu Chu; Honggang Liu. Teacher wellbeing. Asia Pacific Journal of Education 2020, 41, 401 -404.
AMA StyleWenxiu Chu, Honggang Liu. Teacher wellbeing. Asia Pacific Journal of Education. 2020; 41 (2):401-404.
Chicago/Turabian StyleWenxiu Chu; Honggang Liu. 2020. "Teacher wellbeing." Asia Pacific Journal of Education 41, no. 2: 401-404.
Ying Wang; Honggang Liu. Contemporary language motivation theory: 60 years since Gardner & Lambert (1959), Ali H. Al-Hoorie, Peter D. MacIntyre (Eds.), Multilingual Matters, Bristol (2019), xxii+313. System 2020, 102357 .
AMA StyleYing Wang, Honggang Liu. Contemporary language motivation theory: 60 years since Gardner & Lambert (1959), Ali H. Al-Hoorie, Peter D. MacIntyre (Eds.), Multilingual Matters, Bristol (2019), xxii+313. System. 2020; ():102357.
Chicago/Turabian StyleYing Wang; Honggang Liu. 2020. "Contemporary language motivation theory: 60 years since Gardner & Lambert (1959), Ali H. Al-Hoorie, Peter D. MacIntyre (Eds.), Multilingual Matters, Bristol (2019), xxii+313." System , no. : 102357.
Zongqiang Li; Honggang Liu. Mixed Methods: Interviews, Surveys, and Cross-Cultural Comparison. Journal of Mixed Methods Research 2020, 15, 138 -140.
AMA StyleZongqiang Li, Honggang Liu. Mixed Methods: Interviews, Surveys, and Cross-Cultural Comparison. Journal of Mixed Methods Research. 2020; 15 (1):138-140.
Chicago/Turabian StyleZongqiang Li; Honggang Liu. 2020. "Mixed Methods: Interviews, Surveys, and Cross-Cultural Comparison." Journal of Mixed Methods Research 15, no. 1: 138-140.
Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.
Honggang Liu; Lixiang Gao; Fan Fang. Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context. Sustainability 2020, 12, 6040 .
AMA StyleHonggang Liu, Lixiang Gao, Fan Fang. Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context. Sustainability. 2020; 12 (15):6040.
Chicago/Turabian StyleHonggang Liu; Lixiang Gao; Fan Fang. 2020. "Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context." Sustainability 12, no. 15: 6040.
Honggang Liu; Yu Zhang. Book Review: Innovations and Challenges in Language Learning Motivation. Journal of Language and Social Psychology 2020, 39, 1 .
AMA StyleHonggang Liu, Yu Zhang. Book Review: Innovations and Challenges in Language Learning Motivation. Journal of Language and Social Psychology. 2020; 39 (5-6):1.
Chicago/Turabian StyleHonggang Liu; Yu Zhang. 2020. "Book Review: Innovations and Challenges in Language Learning Motivation." Journal of Language and Social Psychology 39, no. 5-6: 1.
Lixiang Gao; Honggang Liu. Learning strategy instruction in the language classroom: Issues and implementation, Anna U. Chamot, Vee Harris (Eds.), Bristol: Multilingual Matters (2019), xxvi+296. System 2020, 91, 102267 .
AMA StyleLixiang Gao, Honggang Liu. Learning strategy instruction in the language classroom: Issues and implementation, Anna U. Chamot, Vee Harris (Eds.), Bristol: Multilingual Matters (2019), xxvi+296. System. 2020; 91 ():102267.
Chicago/Turabian StyleLixiang Gao; Honggang Liu. 2020. "Learning strategy instruction in the language classroom: Issues and implementation, Anna U. Chamot, Vee Harris (Eds.), Bristol: Multilingual Matters (2019), xxvi+296." System 91, no. : 102267.
Hanxi Li; Honggang Liu. The multilingual instructor. International Journal of Bilingual Education and Bilingualism 2020, 1 -4.
AMA StyleHanxi Li, Honggang Liu. The multilingual instructor. International Journal of Bilingual Education and Bilingualism. 2020; ():1-4.
Chicago/Turabian StyleHanxi Li; Honggang Liu. 2020. "The multilingual instructor." International Journal of Bilingual Education and Bilingualism , no. : 1-4.
Hanxi Li; Honggang Liu. Exploring intercultural communication: language in action. Language and Intercultural Communication 2019, 1 -2.
AMA StyleHanxi Li, Honggang Liu. Exploring intercultural communication: language in action. Language and Intercultural Communication. 2019; ():1-2.
Chicago/Turabian StyleHanxi Li; Honggang Liu. 2019. "Exploring intercultural communication: language in action." Language and Intercultural Communication , no. : 1-2.
Honggang Liu. Do universities have a role in the education and training of teachers? An international analysis of policy and practice. Journal of Education for Teaching 2019, 46, 132 -134.
AMA StyleHonggang Liu. Do universities have a role in the education and training of teachers? An international analysis of policy and practice. Journal of Education for Teaching. 2019; 46 (1):132-134.
Chicago/Turabian StyleHonggang Liu. 2019. "Do universities have a role in the education and training of teachers? An international analysis of policy and practice." Journal of Education for Teaching 46, no. 1: 132-134.
Honggang Liu; Hanxi Li. Multilinguals’ verbalisation and perception of emotions, Pia Resnik, Bristol: Multilingual Matters (2018), pp.xiv+284. System 2019, 86, 102143 .
AMA StyleHonggang Liu, Hanxi Li. Multilinguals’ verbalisation and perception of emotions, Pia Resnik, Bristol: Multilingual Matters (2018), pp.xiv+284. System. 2019; 86 ():102143.
Chicago/Turabian StyleHonggang Liu; Hanxi Li. 2019. "Multilinguals’ verbalisation and perception of emotions, Pia Resnik, Bristol: Multilingual Matters (2018), pp.xiv+284." System 86, no. : 102143.
Honggang Liu. New Insights into Language Anxiety: Theory, Research and Educational Implications. ELT Journal 2018, 73, 105 -107.
AMA StyleHonggang Liu. New Insights into Language Anxiety: Theory, Research and Educational Implications. ELT Journal. 2018; 73 (1):105-107.
Chicago/Turabian StyleHonggang Liu. 2018. "New Insights into Language Anxiety: Theory, Research and Educational Implications." ELT Journal 73, no. 1: 105-107.
Honggang Liu. Book review. System 2018, 78, 250 -251.
AMA StyleHonggang Liu. Book review. System. 2018; 78 ():250-251.
Chicago/Turabian StyleHonggang Liu. 2018. "Book review." System 78, no. : 250-251.
This current paper reports a study exploring the factors distracting senior high school students’ English learning motivation. Utilizing questionnaire as the major instrument, this study targeted 120 students aged 17-18 in two high schools in China. The results indicate nine demotivators, namely, teacher immediacy (M=5.37; SD=.97), value (M=4.41; SD=1.40), self-confidence (M=4.27; SD=1.31), course level (M=4.20; SD=1.39), help-seeking (M=3.73; SD=1.68), grammar-Translation (M=3.72; SD=1.62), self-denigration (M=3.52; SD=1.79), enjoyment-seeking (M=3.05; SD=1.70) and avoidance (M=2.64; SD=1.61). In the final part of the paper, the implications are presented accordingly.
Yue Liu. An Empirical Study on Factors of Senior High Students’ English Learning Demotivation (ELD): A Perspective of Falout’s Three-dimension Framework. DEStech Transactions on Social Science, Education and Human Science 2017, 1 .
AMA StyleYue Liu. An Empirical Study on Factors of Senior High Students’ English Learning Demotivation (ELD): A Perspective of Falout’s Three-dimension Framework. DEStech Transactions on Social Science, Education and Human Science. 2017; (mess):1.
Chicago/Turabian StyleYue Liu. 2017. "An Empirical Study on Factors of Senior High Students’ English Learning Demotivation (ELD): A Perspective of Falout’s Three-dimension Framework." DEStech Transactions on Social Science, Education and Human Science , no. mess: 1.
Willingness to communicate (WTC), which means to communicate with others using a certain kind of language, has been an important concept in explaining the first and second language communication. In order to have a deep understanding of the situation of senior high school students’ WTC in English, we made an empirical research on it. In the present study, the quantitative method and interview will be used and 304 participants are from two senior high schools in Jilin Province. From the study results, it can be seen that: Generally, senior high school students have a lower level of willingness to communicate. On the other hand, senior high school students are experiencing a high level of English classroom anxiety, which can have a significant negative influence on students’ WTC. Based on the results of this research, some feasible suggestions for schools, English teachers, students and parents are proposed.
Wei Wang; Hong-Gang Liu. An Empirical Study of Senior High School Students’ Willingness to Communicate in English in the Chinese Context. DEStech Transactions on Social Science, Education and Human Science 2017, 1 .
AMA StyleWei Wang, Hong-Gang Liu. An Empirical Study of Senior High School Students’ Willingness to Communicate in English in the Chinese Context. DEStech Transactions on Social Science, Education and Human Science. 2017; (mess):1.
Chicago/Turabian StyleWei Wang; Hong-Gang Liu. 2017. "An Empirical Study of Senior High School Students’ Willingness to Communicate in English in the Chinese Context." DEStech Transactions on Social Science, Education and Human Science , no. mess: 1.
With the increasing value of English in this globalized world, more attention has been put on English learning in mainland China. The pressure of the test either from the test itself or the society, schools, parents, etc. is influencing the students’ performance on English test, especially for young learners. But less was known about those learners’ English test anxiety and its sources. This current research explored the factors influencing on students’ English test anxiety in a quantitative way, surveying 587 senior high school students in Liaoning Province. Four sources were found: the fear of negative evaluation from other people, the fear of doing badly in the test would damage the self-assessment, the fear of prospect; and the fear of lacking adequate preparation for the test. In the end, several implications were proposed for diminish the students’ test anxiety.
Jing-Chao Zhang; Honggang Liu. An Investigative Study into the Sources of Senior High School Students’ English Test Anxiety. DEStech Transactions on Social Science, Education and Human Science 2017, 1 .
AMA StyleJing-Chao Zhang, Honggang Liu. An Investigative Study into the Sources of Senior High School Students’ English Test Anxiety. DEStech Transactions on Social Science, Education and Human Science. 2017; (mess):1.
Chicago/Turabian StyleJing-Chao Zhang; Honggang Liu. 2017. "An Investigative Study into the Sources of Senior High School Students’ English Test Anxiety." DEStech Transactions on Social Science, Education and Human Science , no. mess: 1.