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Open Access Knowledge and Scholarship

Date of Award

5-2018

Culminating Project Type

Thesis

Degree Name

English: Teaching English as a Second Language: M.A.

Department

English

College

College of Liberal Arts

First Advisor

James H. Robinson

Second Advisor

Shawn C. Jarvis

Third Advisor

Marc A. Markell

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

English teachers, student perceptions, hiring practices, China

Abstract

Job descriptions in China oversimplified hiring requirements for English as a second language (ESL) or foreign language (EFL) teachers. Anyone with a passport from any English-speaking core countries could be more qualified for the teaching jobs in China than someone with years of teaching experience, but without a passport from English speaking core countries. As the main body of learning, students’ perceptions of ESL teachers play an important role in regulating the hiring process. Besides their nationalities and being native speakers, are there any other essential requirements for being an ESL teacher in China?

The aims of this study were to explore student perceptions on ESL or EFL teachers in China in terms of native languages, countries or regions, whether TESL degrees were earned, the presence of English teaching experiences, and races. The researcher predicted that the biased job qualifications could be the results of students’ bias to teacher candidates. However, the researcher found that the student perceptions based on the survey does not perfectly match the job qualifications for ESL teachers in China.

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