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Empirical studies on foreign language learning and teaching in China (2008–2011): A review of selected research

Published online by Cambridge University Press:  06 December 2013

Xuesong (Andy) Gao ,
Yanyi Liao  and
Yuxia Li
Xuesong (Andy) Gao
Affiliation:
The University of Hong Kong, Hong Kong SAR, Chinaxsgao@hku.hk
Yanyi Liao
Affiliation:
South China Institute of Software Engineering, Guang Zhou University, Chinaphoebeliao@foxmail.com
Yuxia Li
Affiliation:
University of International Business and Economics, Chinaliyuxia@uibe.edu.cn
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Abstract

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future.

Type
A Country in Focus
Information
Language Teaching , Volume 47 , Issue 1 , January 2014 , pp. 56 - 79
Copyright
Copyright © Cambridge University Press 2013 

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