A CASE STUDY OF ESL INSTRUCTORS AND STUDENTS FROM CHINA AT THE UNIVERSITY LEVEL; AIMS AT IMPROVE LEARNER AUTONOMY, TESOL MATERIAL DEVELOPMENT, AND REFLECTIVE TEACHING

Abstract

A research study was conducted to analyse the interaction between EFL teachers and students at Chinese institutions. This abstract aims to provide a brief summary of that study. The study primarily aims to build student agency, develop TESOL (Teaching English to Speakers of Other Languages) tools, and examine reflective pedagogy. The main objective of this project is to discover strategies to empower both the students and teachers in English as a Foreign Language (EFL) programs in Chinese institutions. This study used a mixed-methods strategy, which combines quantitative survey data with qualitative classroom observations and interviews. The first section of the study examines the development of learner autonomy among Chinese university students. The study's overarching goal is to learn what factors influence EFL students' ability to take initiative in class and how to best foster student agency in such settings. The second section is on developing TESOL materials for usage in Chinese universities. It assesses the efficacy of existing materials while also exploring innovative approaches to creating resources that meet the requirements and objectives of students. Part three delves into reflective pedagogy practices among English faculty members at Chinese institutions. It explores how teachers evaluate their own performance, think critically about their own methods of instruction, and make changes to better suit their students' needs. By examining these interconnected aspects, this study contributes to the broader discussion of English as a foreign language (EFL) education at Chinese universities and offers valuable insights for improving EFL instruction and student performance. The findings are expected to have an impact on pedagogical tactics, curriculum building, and professional development programs, all with the goal of improving the quality of English as a foreign language teaching in similar educational settings.