A qualitative inquiry into digital adaptive learning platforms to (re)shape Chinese EFL teachers’ pedagogical practices

Hui Fan; Bufan Peng; Gurpinder Singh Lalli

Authors

Hui Fan Huanghuai University, China
Bufan Peng Zhengzhou University of Aeronautics, China (Corresponding author)
Gurpinder Singh Lalli University of Wolverhampton, Walsall, West Midlands

Keywords:

EFL teacher, Digital adaptive learning, Educational technology, L2 education, Teacher perception

Agencies: Henan Province higher education teaching reform research and practice project “Student-centered Innovation and Entrepreneurship Course Model Exploration and Practice” (No.: 2021SJGL1025).

Abstract

Educational technologies have long been approved to influence several aspects of second/foreign language (L2) education. However, research on the impact of digital adaptive learning platforms/systems on L2 teaching is insufficient in the context of English as a foreign language (EFL). To address the gaps, this qualitative study intended to examine Chinese EFL teachers’ perceptions about the influence of such technologies on their pedagogical practices. A semi-structured interview was used to gather the data from 34 teachers. The results of thematic analysis indicated that digital adaptive learning platforms/systems had affected Chinese EFL teachers’ pedagogy in six venues of ‘teaching content’, ‘teaching methods’, ‘instructional resources’, ‘testing’, ‘classroom interactions’, and ‘classroom management’, which were found to be changing and enriching in light of such technologies. A detailed discussion of each finding is separately provided and implications for L2 teaching are enumerated to promote EFL teachers’ technological literacy, awareness, and practice.

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Author Biographies

Hui Fan, Huanghuai University, China

Hui Fan, she works in the Foreign Languages School of Huanghuai University. Her research interests include the education on Innovation and Entrepreneurship and College English.

Bufan Peng, Zhengzhou University of Aeronautics, China (Corresponding author)

He is a postgraduate student at Zhengzhou University of Aeronautics. His research direction is Man-Machine and Environmental Engineering.

Gurpinder Singh Lalli, University of Wolverhampton, Walsall, West Midlands

Professor in Education for Social Justice and Inclusion based in the School of Education at the University of Wolverhampton. Gurpinder has a vested interest in the sociology of education. Gurpinder is a Principal Fellow of the Higher Education Academy.

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FUNDING INFORMATION:

Henan Province higher education teaching reform research and practice project “Student-centered Innovation and Entrepreneurship Course Model Exploration and Practice” (No.: 2021SJGL1025).