Andragogy and Teaching English as a Foreign Language in China

Abstract

This study investigated the possibility of whether Western andragogy could be practiced in Teaching English as a Foreign Language (TEFL) in China. A well-accepted instrument was modified and utilized for this study. Chinese teachers of English used andragogy to some extent such as personalizing instruction, relating to experience, assessing student needs, and climate building. The findings showed these teachers taught the lower levels of taxonomy, which are characterized by rote learning, memorization, knowledge transmitting, lecture, and focusing on exams. These teaching methods run contrary to Western democratic approaches characterized by negotiating curricular priorities with students, giving out learning contracts instead of exams, and involving students when planning lessons. The Western style of teaching is believed to contribute to the communicative movement (or collaborative learning process) when it comes to learning a foreign language such as English.