Management in EFL Speaking Classrooms by English- versus Chinese-native Speakers

1. Management in EFL Speaking Classrooms by English- versus Chinese-native Speakers Presented by Xiao Yuan Hunan University, China

2. In China, many foreign language colleges, international schools, oral English class relies on English-native speakers for they have better language proficiency. • Classroom management, involving use of time (LI Sen 2013), seating arrangement (Fernandes et al. 2012) and students’ engagement (Jeremy D. Finn 2012), is essential for classroom teaching efficiency. Introduction

3. Is there any difference in the management in EFL speaking classrooms by English-native teachers and Chinese-native teachers? • How to make the speaking classrooms more efficient by placing different oral teachers? Research questions

4. Subjects include an English-native teacher and a Chinese-native teacher. The same teaching materials are distributed to two separated classes. • Data of this action research are collected by class-observing, video-transcribing, interviewing, and teaching-reflection. • The data contain 8 teaching sessions of each subject, 1440-minute video-recording from both subject’s class, 1 interview to representatives of each class and 7 teaching diaries. Research Methodology

5. There may be differences in classroom management of two groups of teacher, owing to cultural diversities. • The differences may result in variable teaching efficiency, which could be enhanced by improving classroom management. • Foreign teachers should accept pre-service training to avoid cultural shock and to improve teaching efficiency. Research Hypothesis

6. English teacher’s class time is utilized loosely, and Chinese-native speaker’s class time is utilized intensively. • No seating is arranged by English-native teacher, yet Chinese-native speaker arranges seating positions for different teaching activities. • In English teacher’s class, students engage reluctantly in few forms of class activities. In Chinese-native speaker’s class, students engage actively in several forms of task-based activities. Research Findings

7. English-native teacher and Chinese-native teacher have different teaching concepts. • English teacher aims at creating a mutual-respect and easy environment, and focuses more on natural language acquisition, so students are not pushed and students’ engagement is self-motivated and reluctant. Conclusions and Implications

8. The class environment of the Chinese–native teacher is tense and the teaching is task-based, focusing on students’ language achievement, where students’ engagement are motivated by different forms of classroom activities. • Chinese-native teachers are more reliable in task-based oral English class than English-native teachers.

9. Pre-service training should be set before foreign teachers are teaching in a divergent culture background classroom.

10. Thank You!