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College English Teacher Development in China

A Mixed-method Study

Jiying Han

This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers’ motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers’ motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.

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Chapter 7: Discussion and Conclusions


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Chapter 7:   Discussion and Conclusions

7.1   Overview

The three research questions have been investigated in Chapters 4, 5 and 6. Through the explanatory mixed-method research design, the qualitative findings in this study not only helped explain the statistic findings in the quantitative phase, but also deepened the understanding of the research problem. Based on the quantitative and subsequent qualitative results, this chapter provides the discussion, implications and conclusions of this study. It also addresses a number of the study’s limitations which highlight the directions for future research.

7.2   Discussion

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