Special Issue on Exploring EFL Teacher Beliefs and Practices in a Changing Curricular Landscape in China

Submission Deadline: Jul. 10, 2020

This special issue currently is open for paper submission and guest editor application.

Please download to know all details of the Special Issue

Special Issue Flyer (PDF)

  • Special Issue Editor
    • School of Foreign Studies, Anhui University, Hefei, Anhui, China
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Yun Jie Hou
      Shanghai International Studies University, Shanghai, China
    • Qiong Zheng
      Shanghai International Studies University, Shanghai, China
    • Faculty of Foreign Languages, Southwest Forestry University; Institute of Linguistics, Shanghai International Studies University, Shanghai, China
    • Xiaochao Zhu
      School of Foreign Languages, Huangshan University; Institute of Linguistics, Shanghai International Studies University, Shanghai, China
    • School of Humanities, Tianjin University of Finance and Economics, Tianjin, China
    • Qiujun Su
      Shanghai International Studies University, Shanghai, China
  • Introduction

    China’s College English Teaching Guide (daxueyingyu jiaoxuezhinan) was implemented in the year of 2017 to promote EFL teaching at tertiary level in accordance with the development of the educational cause and the whole country. Against this backdrop, teachers, as the agents of change, are supposed to adapt themselves to the changing landscape regarding classroom implementation, teaching research, and self-improvement. In this special issue, we would like to zoom in to how EFL teachers in China perceive and understand the curriculum requirements in the new era, how they make intentional efforts to get better prepared for the change, and how they negotiate with both the facilitators and the impediments for self-realization and educational improvement. Our inquiry here will attempt to reveal the continued salience of EFL teachers’ beliefs and practices and cast light on English language teaching and learning, EFL teacher development, and language education policy-making at large.

    Aims and Scope:

    1. Teacher beliefs
    2. Teacher practices
    3. EFL teachers
    4. Curricular reforms
    5. Classroom implementation
    6. Teacher learning

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.ijecs.org/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

Browse journals by subject