University Teachers And Students’ Perceptions Of ELT MethodologiesAnd Their Effectiveness

Since the mid 1970’s, a number of Asian countries have been concerned with economicreform and a firmer position in the global market. As such, a great deal of attention hasbeen devoted to the improvement of English language teaching and learning, especially atthe tertiary level. The purpose of this study was to investigate English language teachingand learning at three universities located on China’s mainland so as to identify issuesworthy of more in-depth investigation. Perceptions sought from 25 English teachers and312 English majors included: degree of satisfaction with materials and facilities;importance of English skill areas; effectiveness of teaching methods used; and factorscontributing to effective language learning. Questionnaire data also includedteacher/student talk time and how classes were typically structured. In addition, teacherswere asked to give their views of their roles in the class and the importance of variousassessment factors. Students were asked to indicate their perceptions for learning English,their perceived responsibilities in class, and their mastery of various English skills.One issue which emerged was the perception by students that they have little opportunityto practise English in the class. Teachers dominate “talk time” and this, combined with alack of group work, indicate that little actual change has taken place regarding traditionalteacher and learner roles in the classroom. Both groups were dissatisfied with textbooksand felt a lack of involvement when selecting materials or deciding syllabi. An interestingfinding was the emphasis students placed on the importance of the social universityenvironment for their success in English.