Volume 57, Issue 1
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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Differences between teacher and student perceptions of effective language teaching methods can have an immense effect on learning outcomes, and discrepancies between what teachers believe and practice can likewise have a great impact. This study investigated how the perceptions of college instructors and learners on effective Chinese language teaching can be compared. It also explored what consistencies and inconsistencies existed between what teachers believed were effective practices and what they actually practiced. The results displayed several differences between teacher and student perceptions. It was also discovered that most of the teachers taught according to their perceptions of effective teaching. Applying this knowledge implies that teachers should incorporate culture into their teaching, introduce Chinese characters earlier, use communicative teaching methods and a variety of learning activities to ensure a good learning outcome. Instructors should also increase their awareness of their perceptions of effective teaching and attain regular feedback from their students.


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