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College English Teachers’ Performances against the Mediated Teaching Environment

Haiyan Zhang
Beijing Jiaotong University, Beijing, China

Abstract—In face of the increasingly mediated teaching environment, there are quite a lot of academic publications made by the scholars in the fields of mediated teaching environment and language teaching from a diversity of perspectives. The adopted study methodology, however, is more qualitative than quantitative. Therefore, an empirical study on how English teachers perform in this paper is undertaken in terms of technological literacy, cross-disciplinary awareness, and the teachers’ roles, through a case study of all the College English teachers in BJTU (Beijing Jiaotong University). A survey of 55 respondents shows that there is a positive co-relation between the respondents’ media technology training and their teaching performances in the online course, and their lack of cross-disciplinary awareness impeded their cross-cultural English teaching performance. Besides, the respondents play more traditional roles as they used to do under the changed teaching environment.

Index Terms—college english teachers’ performances, technology literacy, cross-disciplinary awareness, teachers’ roles

Cite: Haiyan Zhang, "College English Teachers’ Performances against the Mediated Teaching Environment," International Journal of Learning and Teaching, Vol. 1, No. 1, pp. 77-81, June 2015. doi: 10.18178/ijlt.1.1.77-81