The Impact of Overseas Learning Experience on EFL Teachers’ Performance in Oral English Course
DOI:
https://doi.org/10.60072/ijeissah.2024.v2i03.007Abstract
This study explores the impact of overseas learning experience on oral English teaching in China, focusing on the cognitive learning theory's application. Despite varying oral English teaching abilities among teachers, the research investigates whether overseas experiences enhance teaching effectiveness. The cognitive-code approach, emphasizing meaningful practice over rote memorization, is central to this study. This approach encourages learners to actively use language for self-expression and meaning making rather than merely focusing on grammar and vocabulary. The research, conducted in application-type universities in Henan province, involves 20 oral English teachers and includes a self-administered questionnaire for students. This questionnaire collects demographic data, evaluates teaching performance, and gauges reactions to teaching approaches. Observations of teaching practices also contribute to the data. The study aims to compare teaching performances of teachers with and without overseas experience and to assess the effectiveness of the cognitive approach in these settings. Results suggest that teachers with overseas experience generally perform better, effectively implementing the cognitive approach. Data analysis, performed using SPSS, includes frequency, mean, and crosstab analyses to evaluate teaching performance and the relationship between students' English levels and their evaluations of their teachers. The study concludes that overseas learning experience positively impacts the ability to teach oral English using cognitive methods, promoting better self-expression and practical language use among learners.
Keywords:
Cognitive Approach, English-Speaking, Oral English Teaching, Overseas Learning ExperienceReferences
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