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Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study.

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Title: Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study.
Authors: Zhou, Keyi1 (AUTHOR) u3551792@connect.hku.hk, Cheung, Wai-Ming1 (AUTHOR) cwming@hku.hk, Chen, Xi2 (AUTHOR) xi.chen.bumgardner@utoronto.ca, Yeung, Pui-sze1 (AUTHOR) patcyy@gmail.com, Lin, Chin-Hsi1 (AUTHOR) chinhsi@hku.hk
Source: Reading & Writing. Jun2026, Vol. 39 Issue 6, p2317-2360. 44p.
Subject Terms: *Mixed methods research, *Native language instruction, *Dialogic teaching, *Effective teaching, *Teacher attitudes, *Language teachers, *Curriculum alignment, *Educational technology
Abstract: Vocabulary is an essential aspect of first-language (L1) teaching and learning. However, little research has previously investigated teachers' beliefs about and practices of vocabulary teaching in the L1 Chinese context. Accordingly, this study does so using a sequential exploratory mixed-methods approach. The first of its two phases involved qualitative data collection through interviews, observations, stimulated-recall interviews, and assessment of documents. Based on these data, questionnaires were developed for Phase 2: a quantitative study involving 337 teachers aimed at systematically capturing the above-mentioned beliefs and practices. The findings indicate that the sampled teachers primarily focused on meaning-oriented vocabulary teaching, and were more likely to use interactionist than behaviorist teaching methods. Their use of educational technology was extensive, but peripheral, and they placed little emphasis on self-regulated learning. These findings can usefully inform curriculum alignment, and form the basis of our recommendations for effective instructional strategies, including interactive teaching and technology integration. We also propose a framework that facilitates comprehensive analysis of vocabulary teachers' beliefs and practices while addressing gaps in the L1 Chinese-teaching literature, notably by emphasizing context-specific approaches. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Vocabulary is an essential aspect of first-language (L1) teaching and learning. However, little research has previously investigated teachers' beliefs about and practices of vocabulary teaching in the L1 Chinese context. Accordingly, this study does so using a sequential exploratory mixed-methods approach. The first of its two phases involved qualitative data collection through interviews, observations, stimulated-recall interviews, and assessment of documents. Based on these data, questionnaires were developed for Phase 2: a quantitative study involving 337 teachers aimed at systematically capturing the above-mentioned beliefs and practices. The findings indicate that the sampled teachers primarily focused on meaning-oriented vocabulary teaching, and were more likely to use interactionist than behaviorist teaching methods. Their use of educational technology was extensive, but peripheral, and they placed little emphasis on self-regulated learning. These findings can usefully inform curriculum alignment, and form the basis of our recommendations for effective instructional strategies, including interactive teaching and technology integration. We also propose a framework that facilitates comprehensive analysis of vocabulary teachers' beliefs and practices while addressing gaps in the L1 Chinese-teaching literature, notably by emphasizing context-specific approaches. [ABSTRACT FROM AUTHOR]
ISSN:09224777
DOI:10.1007/s11145-025-10691-3