Innovative English Language Teaching in Chinese Schools

Examining Learning Theories in Practice: From Theory to Classroom

Context: English Language Teaching in a Chinese Public School

Presenter: Zhijian OUYAng | December 29, 2025

Overview: Key Areas of Analysis

Teaching Method: The 'PBA 1.0' approach.

Interaction: Directive vs. Dialogic.

Assessment: Traditional Summative Testing.

Recommendations: Integrating Hess, Goodwin, OECD, & Rutherford.

Teaching Method Analysis

Current Method: The 'Poster Project' (PBA 1.0)

Strengths: Fun, Multi-modal, Breaks monotony.

Concerns (Goodwin et al., 2022): Focus on completion vs. depth.

Lack of consolidation and limited 'Far Transfer'.

Classroom Interaction & Motivation

Directive vs. Dialogic

Current State: Directive Feedback (e.g., 'Fix this grammar'). Reduces autonomy (Ryan & Deci, 2000).

The Ideal: Elaborative Interrogation (Goodwin, 2022).

Example: 'Why is this character trustworthy?'

Goal: Support Encoding & Consolidation.

Assessment Evaluation

Critique of the Traditional Test Format

Format: High-stakes, Summative, Discrete-point.

Impact: Promotes surface learning ('Cramming') & delayed feedback violates Rutherford (2024).

Equity Issue (OECD, 2021): One-size-fits-all failure.

Ignores gender nuances (e.g., Anxiety vs. Structure needs).

Proposed Improvements: Synthesizing Theories

Core Recommendation: Shift from Reproduction to Application

Hess (2023): Authentic Tasks (PBA 3.0)

Rutherford (2024): EAT Framework

Goodwin (2022): Peer-Assisted Consolidation

Improvement 1: Task Design (PBA 3.0)

The Project: 'Character Podcast Interview'

Why? Incorporates Student Choice & Real-world Application (Hess).

Implementation:

'We Do It' Phase: Guided Initial Application.

'Thrice is Nice': Ensure mastery before independent work (Goodwin, 2022).

Improvement 2: The EAT Framework

Equity & Assessment AS Learning

Offer Choices: Podcast / Video / Article.

Support: Targeted help for low achievers (OECD, 2021).

Agency: Co-create success criteria with students.

Transparency: Cold-Calling with Wait Time (Goodwin).

Improvement 3: Peer-Assisted Consolidation

Why? The brain needs 'timeouts' to process and encode information (Goodwin).

Self-Assessment: Mandatory checkpoints (Rutherford).

Structured Peer Activities: 'Think-Write-Pair-Share'.

Mixed-Ability Groups: Leverage peer effects (OECD).

Conclusion & Summary

The Shift: From Teacher-Centered to Student-Empowered.

Action 1: Authentic Tasks (PBA 3.0)

Action 2: Assessment AS Learning (EAT)

Action 3: Deep Consolidation Strategies

Final Result: Autonomous, competent, and reflective learners.

References

Goodwin, B., et al. (2022). The new classroom instruction that works. ASCD.

Hess, K. (2023). Rigor by design, not chance. ASCD.

OECD. (2021). Positive, high-achieving students? OECD Publishing.

Rutherford, S., et al. (2024). Assessment IS learning. FEBS Open Bio, 15(1).

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory. American Psychologist.