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Brown, H.D. (2002) English Language Teaching in the “Post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment. In: Richards, J.C. and Renandya, W.A., Eds., Methodology in Language Teaching, Cambridge University Press, 9-18.
https://doi.org/10.1017/cbo9780511667190.003

has been cited by the following article:

• TITLE: Exploring the Relationship between Language Attitude and Language Achievement among Chinese EFL Learners

  AUTHORS: Ting Huang

  KEYWORDS: Language Attitude, Language Achievement, Chinese EFL Learners

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.4, April 10, 2025

  ABSTRACT: This study explores the relationship between language attitude and language achievement among Chinese EFL learners, addressing the gap in empirical evidence within the Chinese context. Language attitude is a crucial factor influencing language learning, yet its connection to language achievement remains underexplored in China. The study employs the latent process viewpoint as its theoretical framework, analyzing both qualitative interviews and quantitative data to investigate this relationship. Qualitative insights from interviews with two students reveal how teaching methods and language policies impact students’ attitudes and subsequent language performance. The study concludes that there is a strong positive relationship between language attitude and language achievement among Chinese EFL learners. It suggests that fostering positive language attitudes through flexible teaching approaches, such as post-method pedagogy and translanguaging strategies, can enhance language achievement. Additionally, the integration of Generative AI tools is recommended to further support positive attitudes and improve learning outcomes. These findings highlight the importance of cultivating positive language attitudes in educational practices to promote better language learning experiences and outcomes for Chinese EFL learners.