Daguo Li - Academia.edu (original) (raw)
Papers by Daguo Li
Language Teaching Research, 2013
This article assesses the impact of a UK-based professional development programme on curriculum i... more This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers’ return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and ‘reinvention’ of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new i...
Meaningful Teaching Interaction at the Internationalised University
In this article we explore issues around the sustainability and appropriateness of professional d... more In this article we explore issues around the sustainability and appropriateness of professional development for secondary teachers of English in China offered by overseas providers from the perspective of teachers who completed courses at the University of Reading between 2003 and 2010. We start by offering an overview of English teaching in China. We then describe the collection and analysis of interviews and focus groups discussions involving former participants, their teaching colleagues and senior management, as well as classroom observation. Evidence is presented for changes in teachers’ philosophies of education directly attributable to participation in the courses; for improved teacher competencies (linguistic, cultural and pedagogical) in the classroom; and for the ways in which returnees are undertaking new roles and responsibilities which exploit their new understandings. Finally, we discuss the implications of these findings for both providers and sponsors of CPD for Engl...
International Journal of Chinese Education
This study reports the barriers faced by Transnational Education (TNE)-students when completing p... more This study reports the barriers faced by Transnational Education (TNE)-students when completing practical work in the UK, having transferred to the UK for their final year of study as part of a chemistry degree. Self-identified barriers these students faced included the following: recall of information, difficulties writing the technical reports required for assessment, different educational cultural norms between China and the UK, especially in relation to health and safety, and a lack confidence using English, in particular with the technical language. It was noticed by both participants and researchers that there was minimal interaction with the domestic students and prevalent use of Chinese within the TNE-students’ social group, which may have created a ‘cultural enclave’. The results from this study have been used to derive a number of recommendations for practice for TNE-programmes that contain a significant practical element.
Second and Foreign Language Education, 2016
Educational Development in Western China, 2016
System, 2014
ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme o... more ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education inWestern China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).
Race Ethnicity and Education, 2012
To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact... more To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK, Race Ethnicity and Education,
Race Ethnicity and Education, 2007
To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact... more To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK, Race Ethnicity and Education,
Language Learning Journal, 2007
Journal of Research in International Education, 2012
This article investigates the needs and challenges of a group of Chinese secondary school teacher... more This article investigates the needs and challenges of a group of Chinese secondary school teachers in their transition to postgraduate studies in the UK in the context of a British-Chinese partnership. The strategies and efforts of the host institution, local community and the Chinese students themselves to help ease the transition and promote a positive student experience are discussed. The article highlights the sociological processes of international postgraduate student transition and contributes to our understanding of issues of student support pertinent to international partnership arrangements.
Evaluation & Research in Education, 2006
The present study sets out to examine motivation to learn English by Chinese research students in... more The present study sets out to examine motivation to learn English by Chinese research students in an informal setting. Data were collected, using semi-structured interviews, from four research students at two points in time during their first year in the UK. The main findings are: they believed that learning English was important; their main goal orientations were instrumental and extrinsic; they set learning goals and persisted to attain them; they valued their current learning environment in general and saw it as supportive of their goals; they held both positive and negative attitudes towards the British, which had differential effects on their motivation; their self-perceived support seemed to have a positive impact on their motivation and the development of self-confidence; they tended to attribute their success to stable causes such as the environment and failure to unstable but controllable causes such as effort. It is concluded that qualitative data of this kind may complement insights from quantitative research. Implications for target country institutions in the provision of support are discussed.
System, Dec 1, 2014
ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme o... more ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education inWestern China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).
Language Teaching Research, 2013
This article assesses the impact of a UK-based professional development programme on curriculum i... more This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers' return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and 'reinvention' of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new ideas is also explored. We conclude that the selective uptake of this innovation is under way and likely to be sustained against a background of continued curriculum reform in China.
Language Teaching Research, 2013
This article assesses the impact of a UK-based professional development programme on curriculum i... more This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers’ return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and ‘reinvention’ of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new i...
Meaningful Teaching Interaction at the Internationalised University
In this article we explore issues around the sustainability and appropriateness of professional d... more In this article we explore issues around the sustainability and appropriateness of professional development for secondary teachers of English in China offered by overseas providers from the perspective of teachers who completed courses at the University of Reading between 2003 and 2010. We start by offering an overview of English teaching in China. We then describe the collection and analysis of interviews and focus groups discussions involving former participants, their teaching colleagues and senior management, as well as classroom observation. Evidence is presented for changes in teachers’ philosophies of education directly attributable to participation in the courses; for improved teacher competencies (linguistic, cultural and pedagogical) in the classroom; and for the ways in which returnees are undertaking new roles and responsibilities which exploit their new understandings. Finally, we discuss the implications of these findings for both providers and sponsors of CPD for Engl...
International Journal of Chinese Education
This study reports the barriers faced by Transnational Education (TNE)-students when completing p... more This study reports the barriers faced by Transnational Education (TNE)-students when completing practical work in the UK, having transferred to the UK for their final year of study as part of a chemistry degree. Self-identified barriers these students faced included the following: recall of information, difficulties writing the technical reports required for assessment, different educational cultural norms between China and the UK, especially in relation to health and safety, and a lack confidence using English, in particular with the technical language. It was noticed by both participants and researchers that there was minimal interaction with the domestic students and prevalent use of Chinese within the TNE-students’ social group, which may have created a ‘cultural enclave’. The results from this study have been used to derive a number of recommendations for practice for TNE-programmes that contain a significant practical element.
Second and Foreign Language Education, 2016
Educational Development in Western China, 2016
System, 2014
ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme o... more ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education inWestern China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).
Race Ethnicity and Education, 2012
To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact... more To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK, Race Ethnicity and Education,
Race Ethnicity and Education, 2007
To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact... more To cite this article: Daguo Li (2011): Out of the ivory tower: the impact of wider social contact on the values, religious beliefs and identities of Chinese postgraduate students in the UK, Race Ethnicity and Education,
Language Learning Journal, 2007
Journal of Research in International Education, 2012
This article investigates the needs and challenges of a group of Chinese secondary school teacher... more This article investigates the needs and challenges of a group of Chinese secondary school teachers in their transition to postgraduate studies in the UK in the context of a British-Chinese partnership. The strategies and efforts of the host institution, local community and the Chinese students themselves to help ease the transition and promote a positive student experience are discussed. The article highlights the sociological processes of international postgraduate student transition and contributes to our understanding of issues of student support pertinent to international partnership arrangements.
Evaluation & Research in Education, 2006
The present study sets out to examine motivation to learn English by Chinese research students in... more The present study sets out to examine motivation to learn English by Chinese research students in an informal setting. Data were collected, using semi-structured interviews, from four research students at two points in time during their first year in the UK. The main findings are: they believed that learning English was important; their main goal orientations were instrumental and extrinsic; they set learning goals and persisted to attain them; they valued their current learning environment in general and saw it as supportive of their goals; they held both positive and negative attitudes towards the British, which had differential effects on their motivation; their self-perceived support seemed to have a positive impact on their motivation and the development of self-confidence; they tended to attribute their success to stable causes such as the environment and failure to unstable but controllable causes such as effort. It is concluded that qualitative data of this kind may complement insights from quantitative research. Implications for target country institutions in the provision of support are discussed.
System, Dec 1, 2014
ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme o... more ABSTRACT This study examines the impact of a large-scale UK-based teacher development programme on innovation and change in English language education inWestern China within a knowledge management (KM) framework. Questionnaire data were collected from 229 returnee teachers in 15 cohorts. Follow-up interviews and focus groups were conducted with former participants, middle and senior managers, and teachers who had not participated in the UK programme. The results showed evidence of knowledge creation and amplification at individual, group and inter-organizational levels. However, the present study also identified knowledge creation potential through the more effective organization of follow-up at the national level, particularly for the returnee teachers. It is argued that the KM framework might offer a promising alternative to existing models and metaphors of Continuing Professional Development (CPD).
Language Teaching Research, 2013
This article assesses the impact of a UK-based professional development programme on curriculum i... more This article assesses the impact of a UK-based professional development programme on curriculum innovation and change in English Language Education (ELE) in Western China. Based on interviews, focus group discussions and observation of a total of 48 English teachers who had participated in an overseas professional development programme influenced by modern approaches to education and ELE, and 9 of their colleagues who had not taken part, it assesses the uptake of new approaches on teachers' return to China. Interviews with 10 senior managers provided supplementary data. Using Diffusion of Innovations Theory as the conceptual framework, we examine those aspects of the Chinese situation that are supportive of change and those that constrain innovation. We offer evidence of innovation in classroom practice on the part of returnees and 'reinvention' of the innovation to ensure a better fit with local needs. The key role of course participants as opinion leaders in the diffusion of new ideas is also explored. We conclude that the selective uptake of this innovation is under way and likely to be sustained against a background of continued curriculum reform in China.