Date of Award
Culminating Project Type
English: Teaching English as a Second Language: M.A.
College of Liberal Arts
James H. Robinson
Shawn C. Jarvis
Marc A. Markell
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
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.
Cheng, Yue, "Chinese Student Perceptions on English as a Second Language" (2018). Culminating Projects in English. 138.