THE STUDY TO TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE; DEVELOPING LEARNER AUTONOMY, TESOL MATERIALS DEVELOPMENT AND REFLECTIVE TEACHING ON CHINESE UNIVERSITY STUDENTS AND ENGLISH TEACHERS

Abstract

The purpose of this abstract is to provide a concise synopsis of a research study that examined the relationship between English as a foreign language (EFL) instructors and students in Chinese universities. Building student agency, creating TESOL (Teaching English to Speakers of Other Languages) resources, and reflective pedagogy are the three main foci of the research. Finding ways to empower both students and faculty in EFL program in Chinese universities is the major goal of this project. This research takes a mixed-methods approach, meaning that it uses surveys, classroom observations, and qualitative interviews to provide a whole picture. Part one of the research looks at how Chinese college students' sense of learner autonomy has grown. The study seeks to understand how to encourage student agencies in EFL classes and what variables impact students' capacity to do so. The second part is devoted to creating TESOL resources specifically for use in Chinese higher education institutions. It looks at new ways of making resources that fit students' needs and goals for learning and evaluates how well current materials work. The final part focuses on how English professors at Chinese universities engage in reflective pedagogy. It delves into the ways in which educators analyze themselves, reflect on their own teaching practices, and adjust enhance student learning. This research adds to the larger conversation on EFL education at Chinese colleges by delving into these interrelated elements, and it provides useful insights for enhancing both the teaching and learning processes. To improve the quality of EFL instruction in comparable educational contexts, the results are anticipated to influence pedagogical strategies, curriculum creation, and professional development programs.