Zhenhui Rao
Dados Biográficos
| ID | 6175404 |
|---|---|
| NOME | Zhenhui Rao |
| PRENOMES | Zhenhui |
| SOBRENOME | Rao |
| ASSINATURA | RAO Z |
| AFILIAÇÕES | Jiangxi Normal University |
| ORCID | 0000-0001-8429-5333 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 28 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1996 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Teachers’ perceptions of co-teaching as professional development for native and non-native teachers in an EFL context
The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students…
An investigation into native and non-native teachers’ assessment of Chinese students’ English writing
This study compares the assessment criteria which native English-speaking (NES) and non-native English-speaking (NNES) teachers applied in their writing evaluation in a Chinese context. Using both quantitative and qualitative methods, it examines not only how the two groups of teachers assess students’ writing holistically, but also how the two groups differ in their analytical reasons for their ratings. The results showed that in holistic evalua…
Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching
This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five c…
Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning
The research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presag…
Teaching English as a foreign language to primary school students in East Asia
With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). …
Employing native-English-speaking teachers in China
The beginning of this new century has witnessed two important events in English language education in China. The first is the expansion of English language education into the primary curriculum. In 2001, the Chinese Ministry of Education (MOE) required that primary schools located in cities and county seats start to offer English classes at Primary 3 from the autumn of 2001 and that the rest start to do so in the following year (MOE, 2001). The s…
Teaching English as a foreign language in Chinese universities
In the past two decades, there have been two important events in English as a Foreign Language (hereafter, EFL) teaching in Chinese universities throughout the country. The first event was a gradual growth in student enrolment in universities, and the second was the EFL teaching reform that aimed to introduce Communicative Language Teaching (hereafter, CLT) into the English classroom (Rao, 2010). There is an apparent conflict between the increase…
Teaching English as a foreign language in China
In the past 30 years, China's open-door policy and rapid economic growth have been accelerating English as a foreign language (hereafter EFL) teaching in an unprecedented way. To facilitate the learning process for students, English teachers in China have switched from using traditional ways of teaching English to adopting a variety of modern English teaching methods from the West (Rao, 2002). Of all these imported methods, Communicative Language…
Chinese students' perceptions of native English-speaking teachers in EFL teaching
The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural familiarity and new methodological insights. Though these attributes facilitated NES teachers' classroo…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives. Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning strategies. An in-depth analysis of the results revealed that these features could be linked to three factors concerning their cultural and educatio…
A Close Look at the Chinese Cultural Influence on Students’ Learning Styles and Strategies
Following a clarification of the relationship between learning styles, learning strategies and cultural factors that help shape them, the article presents the results of a free-writing questionnaire that asked 28 native English teachers to express their views on Chinese students’ learning styles and strategies. Inductive analysis of these free-writings indicated that Chinese students had certain types of learning styles and strategies, which were…
Chinese students' perceptions of communicative and non-communicative activities in EFL classroom
Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods
Chinese students experience many difficulties in developing communicative competence in English in their English as a Foreign Language (EFL) courses in China. This essay provides cultural information that may be useful for researchers and American EFL teachers of Chinese-born students, in Chinese or American universities. It first reviews the pedagogical approaches used by native Chinese-speaking teachers of English in an educational environment …
Chinese students' perceptions of communicative and non-communicative activities in EFL classroom
Chinese students' perceptions of native English-speaking teachers in EFL teaching
The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural familiarity and new methodological insights. Though these attributes facilitated NES teachers' classroo…
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives. Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning strategies. An in-depth analysis of the results revealed that these features could be linked to three factors concerning their cultural and educatio…
Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching
This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five c…
Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods
Chinese students experience many difficulties in developing communicative competence in English in their English as a Foreign Language (EFL) courses in China. This essay provides cultural information that may be useful for researchers and American EFL teachers of Chinese-born students, in Chinese or American universities. It first reviews the pedagogical approaches used by native Chinese-speaking teachers of English in an educational environment …
A Close Look at the Chinese Cultural Influence on Students’ Learning Styles and Strategies
Following a clarification of the relationship between learning styles, learning strategies and cultural factors that help shape them, the article presents the results of a free-writing questionnaire that asked 28 native English teachers to express their views on Chinese students’ learning styles and strategies. Inductive analysis of these free-writings indicated that Chinese students had certain types of learning styles and strategies, which were…
Chinese students' perceptions of communicative and non-communicative activities in EFL classroom
Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives
This study investigated Chinese students' use of language learning strategies, and then interpreted the data from cultural and educational perspectives. Using a Strategy Inventory for Language Learning, the researcher discovered some common features shared by Chinese students in their use of learning strategies. An in-depth analysis of the results revealed that these features could be linked to three factors concerning their cultural and educatio…
Reading Strategies and Approaches to Learning of Bilingual Primary School Pupils
The research reported here investigated primary school pupils' use of reading strategies. The study differed from most of the previous studies on reading strategies in that (1) the participants were young bilinguals in multicultural Singapore; (2) the data were examined within the Student Approaches to Learning (SAL) framework developed by John Biggs (1993). Analyses of think-aloud data revealed that successful pupils made more frequent use of de…
Chinese students' perceptions of native English-speaking teachers in EFL teaching
The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural familiarity and new methodological insights. Though these attributes facilitated NES teachers' classroo…
Teaching English as a foreign language in China
In the past 30 years, China's open-door policy and rapid economic growth have been accelerating English as a foreign language (hereafter EFL) teaching in an unprecedented way. To facilitate the learning process for students, English teachers in China have switched from using traditional ways of teaching English to adopting a variety of modern English teaching methods from the West (Rao, 2002). Of all these imported methods, Communicative Language…
Teaching English as a foreign language in Chinese universities
In the past two decades, there have been two important events in English as a Foreign Language (hereafter, EFL) teaching in Chinese universities throughout the country. The first event was a gradual growth in student enrolment in universities, and the second was the EFL teaching reform that aimed to introduce Communicative Language Teaching (hereafter, CLT) into the English classroom (Rao, 2010). There is an apparent conflict between the increase…
Employing native-English-speaking teachers in China
The beginning of this new century has witnessed two important events in English language education in China. The first is the expansion of English language education into the primary curriculum. In 2001, the Chinese Ministry of Education (MOE) required that primary schools located in cities and county seats start to offer English classes at Primary 3 from the autumn of 2001 and that the rest start to do so in the following year (MOE, 2001). The s…
Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning
The research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presag…
Teaching English as a foreign language to primary school students in East Asia
With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). …
An investigation into native and non-native teachers’ assessment of Chinese students’ English writing
This study compares the assessment criteria which native English-speaking (NES) and non-native English-speaking (NNES) teachers applied in their writing evaluation in a Chinese context. Using both quantitative and qualitative methods, it examines not only how the two groups of teachers assess students’ writing holistically, but also how the two groups differ in their analytical reasons for their ratings. The results showed that in holistic evalua…
Teachers’ perceptions of difficulties in team teaching between local- and native-English-speaking teachers in EFL teaching
This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five c…
The effects of cultural and educational background on students’ use of language learning strategies in CFL learning
This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students…
Teachers’ perceptions of co-teaching as professional development for native and non-native teachers in an EFL context
EFL/ESL Teaching and Learning (15 obras) · Mathematics education (15 obras) · Psychology (15 obras) · Pedagogy (14 obras) · Second Language Learning and Teaching (11 obras) · Linguistics (9 obras) · China (7 obras) · Communicative competence (6 obras) · Foreign language (6 obras) · Political science (6 obras)