ERIC Number: EJ721698
Record Type: Journal
Publication Date: 2005-Nov-1
Reference Count: 43
Promoting Quality in China's Higher Education by Motivating Students Attending the British Culture Survey Course
Asia-Pacific Journal of Teacher Education, v33 n3 p261-274 Nov 2005
This article discusses an intervention project by means of motivational approaches in a British culture survey course for English majors in mainland China's university classroom context. The intervention uses such motivational theories as attribution and task orientation to motivate the teaching and learning of the EFL course so as to create a cooperative classroom environment. Theoretical bases of the Chinese heritage culture and motivation are examined, specific intervention procedures discussed, relevant data analysed and finally some suggestions regarding the EFL teachers' important role in promoting the quality of EFL education are made. The intervention results show that an innovative pedagogy to motivate students' metacognitive awareness, cognitive and socio-cognitive ability in cooperative classroom learning situations different from the traditional cramming methods and examinations proves effective. Motivation should be given a central role in promoting China's EFL quality education.
Descriptors: Teaching Methods, Foreign Countries, Cooperative Learning, Introductory Courses, Intervention, Educational Quality, Student Motivation, English (Second Language), Second Language Instruction, Metacognition, Teacher Role
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: China