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Wilkinsona, I. A. G., Reznitskayab, A., Bourdagec, K., Oylerd, J., Glinab, M., Drewrya, R., Kima, M.-Y., & Nelsone, K. (2017). Toward a More Dialogic Pedagogy: Changing Teachers’ Beliefs and Practices through Professional Development in Language Arts Classrooms. Language and Education, 31, 65-82.
https://doi.org/10.1080/09500782.2016.1230129

has been cited by the following article:

• TITLE: Conceptions about Teaching and Learning Held by EFL Teachers and Learners in China

  AUTHORS: Hongbo Qi

  KEYWORDS: Epistemological Beliefs and Conceptions, Teaching and Learning, Constructivist Conception, Traditional Conception

  JOURNAL NAME: Open Journal of Social Sciences, Vol.10 No.2, February 25, 2022

  ABSTRACT: Different from traditional research in related topic which focuses on the relation between teacher’s epistemological beliefs and conceptions about teaching and learning, and teaching motivation, self-efficacy and so on, this article aims at finding out whether Chinese EFL teachers and learners share similar beliefs or conceptions about language teaching and learning. The same questionnaire made by Chan and Elliott (2004) is applied and Excel and SPSS are employed in statistics. The results of the survey show that teachers and learners in Chinese foreign language class share similar conceptions about language teaching and learning, but the degree they agree with constructivist conceptions is very significantly different with the student being more convinced of constructivist perspectives. The results are discussed and the implications of the survey are suggested.