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Title: Information communication technology support for in-service training of higher education English teachers in China
Author: Lu, Hong.
Awarding Body: University of Brighton
Current Institution: University of Brighton
Date of Award: 2006
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This research is primarily concerned with the provision of in-service training for TEFL lecturers in universities serving rural areas of China between 1998 and 2004. Given the growing number of undergraduates studying English in these universities, there was a clear need to ensure that English teaching was delivered as effectively as possible. Following a needs analysis of English teachers based in universities in rural China, a clear need to design a programme to enhance communication skills and evaluate the possible role of ICT in delivering this programme was identified. The first stage of the research was based upon a needs analysis of lecturers in China and involved the establishment of focus groups and the administration of targeted questionnaires to ascertain the current situation concerning their training needs. As a result of the needs analysis, it became clear that in-service training was only taken up by a small percentage of lecturers each year and information was obtained on a wide variety of perceived problems (of access to and types of training) together with options on solutions. A particular concern identified was that the potential of information technology was largely unexplored, though a majority of respondents expressed support for training based on a flexible, ICT-driven approach. An additional concern expressed the need to develop lecturers' communicative skills as part of their knowledge of English.Arising from the results of the needs analysis a test model was designed to examine the potential of ICT in this area. The pedagogic and practical bases for the model drew upon an incremental approach to learning involving these two stages. A web-based hypermedia environment was constructed using as an exemplar an embryonic training unit on the acquisition and teaching of oral skills. The test model was piloted in the UK and trialed by lecturers within the target group in the UK and rural China. Data was gathered on the perceived success of the innovative approach and on aspects such as accessibility, ease of use, presentation and motivation. An evaluation of the test model was made showing clear support for the approach. Useful information was generated for future iterations of a modified training scheme. KEY WORDS: constructive research, ICT, web-based course, distance education, education technology, in-service teacher training
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available