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] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194394381 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-025-10691-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 44 StartPage: 2317 Subjects: – SubjectFull: Mixed methods research Type: general – SubjectFull: Native language instruction Type: general – SubjectFull: Dialogic teaching Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Language teachers Type: general – SubjectFull: Curriculum alignment Type: general – SubjectFull: Educational technology Type: general Titles: – TitleFull: Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhou, Keyi – PersonEntity: Name: NameFull: Cheung, Wai-Ming – PersonEntity: Name: NameFull: Chen, Xi – PersonEntity: Name: NameFull: Yeung, Pui-sze – PersonEntity: Name: NameFull: Lin, Chin-Hsi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 39 – Type: issue Value: 6 Titles: – TitleFull: Reading & Writing Type: main |
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