# Innovative English Language Teaching in Chinese Schools
> Explore modern pedagogical shifts in English language teaching: from PBA 1.0 to authentic student-centered tasks and the EAT framework.

Tags: english-language-teaching, pedagogy, classroom-interaction, educational-assessment, pba, eat-framework, education-strategy
## Examining Learning Theories in Practice
- Context: English Language Teaching in a Chinese Public School.
- Presenter: Zhijian Ouyang (Dec 2025).

## Teaching Method Analysis
- Critique of 'PBA 1.0' (Poster Project).
- Strengths: Fun and multi-modal.
- Weaknesses: Focus on completion over depth; lacks consolidation.

## Interaction & Motivation
- Shift from Directive Feedback ('Fix this grammar') to Dialogic Interaction.
- Focus on Elaborative Interrogation: asking 'why' to support encoding.

## Assessment Evaluation
- Critique of traditional summative tests as promoting 'cramming'.
- Violation of Rutherford (2024) principles due to delayed feedback.
- Addressing equity failures and gender nuances in learning needs.

## Proposed Improvements: PBA 3.0 & EAT
- Shift from Reproduction to Application.
- **Improvement 1: Task Design**: Implementing 'Character Podcast Interviews' for real-world application.
- **Improvement 2: EAT Framework**: Equity and Assessment AS Learning. Co-creating success criteria and offering student choice (Podcast/Video/Article).
- **Improvement 3: Peer Consolidation**: Using 'Think-Write-Pair-Share' and mixed-ability groups to leverage peer effects.

## Conclusion
- Goal: Transition from teacher-centered models to student-empowered, autonomous, and reflective learners.
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