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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 31 1 What makes an effective translation teacher?: a qualitative exploration of effective translation teaching and teachers in the university classroom Huang, Zhi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 2 Teacher-centred professional development: exploring teacher cognition and autonomy in Australian English language centres Reed, Melissa. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 3 Ecologies of language learning and teaching: a teacher cognition of language learning environments beyond the classroom Kashiwa, Mayumi. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 4 Considering teacher cognition and motivation in teacher research engagement: a mixed-methods study involving English language teachers at Vietnamese public universities Truơng, Thị Mỹ. - : Sydney, Australia : Macquarie University, 2018 BASE Show details 5 The transition of an ESP teacher from a GE teacher: a case study Nguyen, Thi Mo. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 6 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 7 Teacher autonomy in college English classrooms in China: teachers' attitudes and practices Qian, Lina. - : Sydney, Australia : Macquarie University, 2017 Abstract: Theoretical thesis. ; Bibliography: pages 284-303. ; Chapter 1. Introduction -- Chapter 2. Literature review and research questions -- Chapter 3. Methodology -- Chapter 4. Context of teaching -- Chapter 5. Teacher attitudes -- Chapter 6. Group one : less autonomous teachers -- Chapter 7. Group two : moderately autonomous teachers -- Chapter 8. Group three : more autonomous teachers -- Chapter 9. Discussion -- Chapter 10. Conclusions and implications -- References -- Appendices. ; Autonomy is widely acknowledged as a necessary capability of the language learner and a prominent goal for successful language teaching (Benson, 2011; Holec, 1981; Lee, 1998; Little, 1999; Smith, 2008). Little (1995) claims explicitly that learner autonomy depends on teacher autonomy. Benson and Huang (2008) also observe that research on autonomy is in a transition from a focus on foreign language learning to foreign language teaching. However, most previous studies on teacher autonomy were from a theoretical perspective, so they lacked empirical evidence from practice in language classrooms. In China, College English is a compulsory course in most of the public universities, and its teaching is under strict control of accountability and national policy. This context provides an excellent lens to observe how teacher autonomy functions in such classrooms. Therefore, this study took a Chinese public university as a case to investigate teacher autonomy in College English classrooms. The case study focused on the following four research questions: 1) What are Chinese College English teachers' attitudes toward learner and teacher autonomy in their work? ; 2) What are CE teachers' practices in their classrooms? ; 3) Do their teaching practices align with their attitudes toward autonomy? ; 4) What does teacher autonomy mean in the context of CE teaching in China? ; To address these research questions, semi-structured interviews were utilised to understand teachers' attitudes toward autonomy. In addition, classroom observation was conducted to investigate participants' teaching practices, and stimulated recall protocols were adopted to interpret teachers' understanding of their practice. Fourteen College English teachers in the case university participated in this two-month study. Interviews, selected video clips of classroom observations and stimulated recall interviews were transcribed and analysed qualitatively. As a result, three themes emerged: context of teaching, teachers' attitudes toward autonomy, and their classroom practices. ; Three main findings were as follows. Firstly, the fourteen participants could be categorized into three groups based on their varied attitudes toward teacher and learner autonomy in their work. They were the less autonomous group, moderately autonomous group, and more autonomous group. Second, the comparisons of classroom observation and semi-structured interviews revealed that participants' teaching practices were consistent with their attitudes toward autonomy. Thirdly, a learner-centred pedagogy with improvisational teaching practices and rich learner-supportive interactions was the main demonstration of teacher autonomy in language classrooms in which the institutional, instructional, and physical contexts were not so autonomy-friendly. ; In conclusion, the findings contribute empirical evidence to supporting the theory of teacher autonomy. In addition, the findings also suggest that the more autonomous teachers should be role models for other teachers to pursue a more flexible and positive attitude toward autonomy, a more improvisational teaching method for learner-supportive purposes, and a more learner-centred pedagogy in EFL education even under contextual constraints. Finally, the study calls for more systematic and individualized professional education or development programs for EFL teachers in China to promote their autonomy. ; Mode of access: World wide web ; 1 online resource (xiv, 347 pages) diagrams, tables Keyword: English language -- Study and teaching (Higher) -- China; English teachers -- China -- Attitudes; ESL classroom teaching; teacher attitude; teacher autonomy; Teaching -- Methodology URL: http://hdl.handle.net/1959.14/1272631 BASE Hide details 8 English language teachers’ perceptions and the impact of a standardised professional development program in Sabah, Malaysia: a mixed methods study Hiew, Wendy. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 9 Yogyakarta (Indonesia) EFL teachers' conceptualizations of pedagogical content knowledge (PCK) as represented in their structural curriculum design and practice Triastuti, Anita. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 10 The relationship between teaching presence and online instructor satisfaction in an online teacher training program Lumsden, Stafford H. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 11 The role beliefs about language use play in the social construction of the EFL classroom Rabbidge, Michael. - : Sydney, Australia : Macquarie University, 2017 BASE Show details 12 Text chat during video/audio conferencing lessons : scaffolding or getting in the way? Kozar, Olga. - : Equinox Publishing, 2016 BASE Show details 13 Autism in the classroom: a conversation-analytic study of lesson beginnings in special education Yeo, Siang Lee. - : Sydney, Australia : Macquarie University, 2016 BASE Show details 14 Teaching behaviour of LETs and NETs in Hong Kong : differences perceived by secondary students Ma, Lai Ping Florence. - : University of Hong Kong, 2015 BASE Show details 15 CALL and English at tertiary level: teacher cognition in Bangladesh Rahman, Jasmine. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 16 The Impact of teacher cognition and classroom practices on IELTS test preparation courses in the Australian ELICOS sector Chappell, Philip; Bodis, Agnes; Jackson, Heather. - : IDP: IELTS Australia, 2015 BASE Show details 17 Online professional development for teachers of English as a foreign language: Vietnamese faculty's motivations and learning experiences Truong, My Thi. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 18 Investigating communities of practice and ELT teacher research in Cambodia Keuk, Chan Narith. - : Sydney, Australia : Macquarie University, 2015 BASE Show details 19 The Formation of English teacher identities : a cross-cultural investigation Gu, Mingyue (Michelle); Benson, Phil. - : SAGE Publications, 2015 BASE Show details 20 Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers Murray, Jill C; Cross, Judie L; Cruickshank, Ken. - : Melbourne : IDP: IELTS Australia, 2014 BASE Show details Page: 1 2

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