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Open accessJournal ArticleDOI: 10.1080/09571736.2018.1465110

Investigating EFL teachers' perceptions of task-based language teaching in higher education in China

04 Mar 2021-Language Learning Journal (Taylor & Francis)-Vol. 49, Iss: 2, pp 131-146
Abstract: While task-based language teaching (TBLT) is a teaching methodology favoured by the Chinese Ministry of Education, it has not been sufficiently researched to be validated empirically in practice in...

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Topics: Language education (58%), Teaching method (56%), Higher education (53%) ... read more
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Journal ArticleDOI: 10.1108/JEIM-09-2018-0206
Abstract: Higher Education Institutions (HEIs) require regular generation of information determining what employees want from their institution and their real feelings about their jobs. Internal marketing (IM) can be a significantly valuable source of generating such information for HEIs to assess perceptions about institutions’ initiatives pertinent to their staff members. However, there has been a significantly limited research to operationalize IM in HEIs. Hence, the purpose of this paper is to develop and validate a multi-dimensional instrument for measuring IM in the HEIs in China and to assess the impact of IM on university performance.,The research used methodological triangulation that involved both qualitative and quantitative methodologies. The qualitative technique was used to generate scale items to measure IM and the quantitative technique was utilized to test and validate the scale. The study sample included 576 academics and administration staff from universities in China.,The study found that IM has six dimensions, namely internal communications, training and development, interrelations, motivation, rewards and work support. The study also found a significant impact of IM on university performance.,The sample size used was taken from a single province, which can ultimately limit the generalizability of the results. The scale shall be tested in a different cultural setting to extend its generalizability. In comparison with previous studies, the results of the current study provide a more absolute coverage and understanding of various dimensions used in measuring IM in HEIs. Furthermore, this research can provide a context for the management to develop policies that could foster positive employee and organizational outcomes in HEIs.,This reliable and valid six-dimensional scale offers a practical way to measure staff perceptions of IM that are key for HEIs to be judged as staff-centered organization. Based on the knowledge, HEIs can use the information to identify the areas in which they are lacking and can further improve. IM scale can significantly help the HEIs to communicate to the staff members their service mindedness and staff orientation. IM can help foster knowledge management in organizations by utilizing IM, thereby contributing to the professional and organizational interaction.,Despite the focus on IM in existing literature, there is a significant lack of research on IM in the education sector. This study developed a simple and practical instrument to measure the IM construct in HEIs. Scholars have asked for context-specific measures of IM and with significantly limited research on IM in higher education, there is also a scarcity of research in the context of higher education in China. This is the first study to assess the multi-dimensionality of IM in HEIs and the impact of IM on organizational performance in Chinese higher education.

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20 Citations


Journal ArticleDOI: 10.1080/03075079.2020.1793930
Abstract: Based on Knowledge-Based View, the study examines the effects of knowledge-oriented leadership on knowledge management processes in research universities and test the direct association among knowl...

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12 Citations


Journal ArticleDOI: 10.1108/JEIM-07-2019-0197
Abstract: Constructed upon knowledge-based view, the study examines the influence of internal marketing on knowledge management processes and the indirect association of knowledge management processes with organizational performance through mediating role of knowledge worker satisfaction.,This study used a sample frame of 536 academic and administrative employees from higher education institutions in China; structural equation modeling was performed using Smart PLS 3.2.8.,The outcome reveals that internal marketing has a significant impact on knowledge management processes. The results revealed a direct insignificant impact of knowledge management processes on organizational performance; the study found full mediation of knowledge worker satisfaction on the linkage between knowledge management processes and organizational performance.,Outcomes of this research strengthen the universities’ experience of knowledge management and recommend how academics and administrators of higher education institute can value knowledge worker satisfaction, which in turn improves organizational performance.,Although, there is an increased significance of knowledge management in higher education institutions, there is a lack of research that examines the enabling factors and outcomes of knowledge management practices. The present study is one of the first studies to ascertain the relationship of internal marketing, knowledge management processes, knowledge worker satisfaction and organizational performance. This is one of the initial research studies that not only empirically examines the interrelationships among these variables but also enlightens insights into the current literature by instantaneous investigation of the mediating role of knowledge worker satisfaction.

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11 Citations


Open access
Moonyoung Park1Institutions (1)
17 Oct 2012-
Abstract: Task-based language teaching (TBLT) is a comprehensive approach to language education that emphasizes tasks in each stage of the program’s design and implementation (Long & Norris, 2000). Although TBLT has attracted considerable attention since the 1980s, little research has been conducted on its actual implementation in secondary EFL contexts. This study sought, firstly, to illustrate how computer-assisted TBLT lessons can be designed and implemented in a conventional English classroom in a Korean school setting, and, secondly, to investigate students’ L2 development in writing as well as their perceptions of TBLT. Thirty Grade 7 students at a Korean middle school participated in the study. An online needs analysis survey of the students and the teachers was first conducted to reveal their needs and perceptions about the general English curriculum. Based on the triangulated analysis of the participants’, societal, and institutional needs, a series of computer-assisted TBLT lesson plans for two instructional units was designed. An experimental group ( N = 30) was taught with the TBLT lesson plans, while a control group ( N = 31) was taught in a conventional teacher-centered and forms-focused approach. For each unit, two task-based writing tests (pre/post-test) and a conventional unit test on grammar and reading comprehension were administered. A paired sample t-test of the two groups revealed that the mean scores of the experimental group were significantly higher than those of the control group. The experimental group also exceeded the control group in the conventional unit tests. The findings lend support to the interpretation that the task-based approach can be effective in improving communicative competence while not hindering form-focused L2 learning. Students and teachers both found the TBLT lessons are effective and motivating. This study has implications for administrators, curriculum designers, materials writers, and, in particular, EFL teachers, and can assist in the creation of innovative and experiential learning environments to complement the existing English curriculum in EFL contexts.

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Topics: Communicative competence (52%), Language education (51%), Curriculum (51%) ... read more

11 Citations


Open access
Noriko Iwashita1, Huifang Li1Institutions (1)
17 Oct 2012-
Abstract: This chapter reports on a study that investigated patterns of corrective feedback observed in teacher – student and student – student interaction in a task-based EFL class at a medium-sized university in China. Eight hours of classroom interaction data were analyzed for various types of feedback and uptake. Despite the large class size and the students’ unfamiliarity with a teaching methodology that is very different from the traditional Chinese way of learning and teaching the study found frequent interaction in the classroom characterized by teacher feedback to the students’ non-target-like utterances and students’ response to the feedback. These findings were interpreted in terms of characteristics of task-based interaction observed in the study, the principles or practices of TBLT in the context of the current study, and the factors affecting the classroom interaction. The main implication of this study is that active student participation was enhanced by the students’ willingness to accept new methodologies and modes of learning that are vastly different from their past learning experiences, from their beliefs about learning, and from the traditional methodologies they were accustomed to.

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Topics: Corrective feedback (66%), Teaching method (53%)

9 Citations


References
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57 results found


Journal ArticleDOI: 10.1191/1478088706QP063OA
Virginia Braun1, Victoria Clarke2Institutions (2)
Abstract: Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.

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77,018 Citations


Open accessBook
01 Jan 1978-
Abstract: Introduction Michael Cole and Sylvia Scribner Biographical Note on L S Vygotsky Basic Theory and Data 1 Tool and Symbol in Child Development 2 The Development of Perception and Attention 3 Mastery of Memory and Thinking 4 Internalization of Higher Psychological Functions 5 Problems of Method Educational Implications 6 Interaction between Learning and Development 7 The Role of Play in Development 8 The Prehistory of Written Language Afterword Vera John-Steiner and Ellen Souberman Notes Vygotsky's Works Index

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32,855 Citations


Open accessBook
01 Oct 1983-
Topics: Experiential learning (85%), Educational technology (72%), Experiential education (70%) ... read more

26,053 Citations



Open accessJournal ArticleDOI: 10.1177/1609406917733847
Abstract: As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted ...

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Topics: Thematic analysis (55%)

4,958 Citations