This thesis reports on Chinese EFL teachers’ cognitions and practices about grammar teaching in university English classrooms in China. Teachers’ cognitions

The 21st century has seen the Chinese government initiating multiple nationwide reforms to improve the efficiency of its English education at all educational le

This book explores teachers’ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors i

English-as-a-Foreign-Language (EFL) teachers in China find that teaching English writing to students is less effective than teaching English listening, speaking