Key
words: China, communicative competence,
EFL, language camp
Abstract
This
paper reports on a descriptive study of a
summer English language camp held in China.
Chinese youths ages 8-18 were taught conversational
English through a variety of classes and activities.
Instructors were visiting teachers from the
USA assisted by local Chinese teachers. Qualitative
methods were used to gather data. Results
indicate that the camp was beneficial to the
students and to both groups of teachers. Recommendations
for further study are included.
Introduction
The People's Republic of China contains the
largest concentration of English language
learners worldwide (Hui, 1997; Zhang, 2004).
Of the 1.2 billion people in China, an estimated
200 million are currently learning English
(Cortazzi & Jin, 1996). Additionally,
the need for English proficiency among Chinese
citizens is rapidly expanding, largely as
a result of economic and political growth
(Luchini, 2004). China's entrance into the
World Trade Organization and the country's
successful bid for the 2008 Summer Olympics
have been instrumental in broadening exposure
to the global marketplace, where English is
the standard medium of communication (Luchini,
2004; Nunan, 2003; Zhang, 2004). In response
to such major events, Chinese leaders have
implemented policies at the grassroots level
to expand the use of English. For example,
in the city of Beijing, English has become
the common second language for taxi drivers,
tour guides, and government officials.
The expansion of English language instruction
has also been seen within the country's school
systems. In 2001, English was introduced as
a required subject for students in primary
grades in major cities throughout China, with
the directive that other regions of the country
were to follow suit as resources became available.
This policy change lowered the age of compulsory
English language instruction in China from
11 to 9 (Nunan, 2003). Implementation of the
2001 policy is not yet complete (Ashmore,
2003); however, even prior to the introduction
of the official requirement, an estimated
3 million primary level students were already
learning English as part of their school curriculum
(Huang & Xu, 1999). At the present time,
primary students in grades three and above
(ages 9-11) typically receive two or three
40-minute English lessons per week, while
for junior and senior middle school students
(ages 12-18), the norm is five or six 45-minute
English classes per week (Nunan, 2003; Cortazzi
& Jin, 1996).
Although the educational changes evidenced
in China in recent years are dramatic, they
are not without precedent. Huang and Xu (1999)
identify four prominent trends pertaining
to English language teaching in China. Three
of the reported trends highlight the momentum
of innovations taking place within the language
teaching landscape of this vast nation. They
are: (a) a heightened emphasis on the study
of English, as evidenced by changes in college
entrance exams and the introduction of many
private sector language schools; (b) a shift
from teaching English as a foreign language
(EFL) to using English as a medium of education;
and (c) a shift in the overarching goal of
English teaching toward more communicative
competence, as opposed to grammatical or linguistic
competence (Huang & Xu, 1999). The fourth
trend cited by Huang and Xu is the lingering
presence of significant hindrances to educational
reform in China. These hindrances are: (a)
a lack of qualified language teachers; (b)
extremely large classes, with poor teacher-to-student
ratios; (c) teaching methods which focus on
grammar, vocabulary, and linguistic phenomena;
(d) test-oriented teaching; and (e) lack of
suitable, authentic teaching materials.
Taken together, the trends presented by Huang
and Xu (1999) reveal a growing emphasis on
English language teaching and learning in
China, as well as some recommendations for
changes in regard to teaching methodology,
conditions, and resources. Of particular note
is Huang and Xu's mention of the shift in
the overall goals of language teaching toward
more communicative competence, and the accompanying
challenges inherent in that process. The question
of how communicative competence can best be
fostered in a Chinese context is one that
has both fascinated and perplexed researchers
and practitioners for the last two decades
(Chan, 1999, Cortazzi & Jin, 1996; Hu,
2005; Luchini, 2004; Ouyang, 2000; Rhao, 2002;
Shih, 1999; and Zhang, 2004). In fact, there
is considerable debate among scholars and
practitioners as to the viability of implementing
communicative methodology within a Chinese
cultural context. Specifically, recent publications
have highlighted the potential for cultural
conflict and incongruity when western teaching
methods are brought into China without regard
for local contexts. (See Ellis, 1996; Hu,
2005; Jarvis & Atsilarat, 2004; and Reed,
2002 for a detailed analysis of this phenomenon.)
Communicative Language Teaching (CLT), with
its emphasis on interactive use of language
for meaningful communication, has been officially
sanctioned in China since the mid-1980s. However,
as previously indicated, the adoption of communicative
methodology has been fraught with challenges
within the traditional, grammar-based instructional
context of Chinese classrooms.
A key premise underlying CLT is that learners
should develop communicative competence, i.e.
the ability to use language to communicate
appropriately in a variety of contexts (Hymes,
1971; Brown, 2001; Larsen-Freeman, 2000; Richards,
Platt, & Platt, 1992). In regard to spoken
language, communicative competence involves
knowing what and how to say what to whom (Larsen-Freeman,
2000). Communicative classrooms are learner-centered
and characterized by an emphasis on language
use, fluency, authentic language and contexts,
and negotiation of meaning (Brown, 2001).
English classes in China have historically
been conducted using the Grammar-Translation
Method, a teacher-centered methodology that
is known for producing excellent grammarians,
with limited abilities in speaking and listening.
As Shih (1999) reports, "The teaching
of EFL in China...has emphasized gaining knowledge
about the English language rather than using
the language for genuinely communicative purposes"
(p. 20). As evidenced throughout the literature
on English language teaching and learning,
there are significant philosophical differences
between the Grammar-Translation Method and
Communicative Language Teaching which are
not easily reconciled.
While only a few studies have directly addressed
teacher and student attitudes toward communicative
language teaching (CLT), recent findings indicate
that both teachers and students demonstrate
a preference for grammar-based methodology
and a resistance to communicative methodology
(Hu, 2002; Rhao, 2002). Students' and teachers'
preference for The Grammar-Translation Method
has been linked by some researchers to the
type of testing that is required of Chinese
learners of English. Indeed, the Grammar-Translation
Method has successfully produced learners
who score well on the two main tests required
of Chinese learners: (a) the national college
entrance exam within China; and (b) the international
Test of English as a Foreign Language (TOEFL).
However, neither of these tests has measured
the spoken language of learners; and as previously
indicated, students of the Grammar-Translation
Method have typically not performed well in
terms of spoken language. Liu (2001) reports
that after approximately 800 hours of instruction,
most Chinese students "are still deaf
and dumb in English" (Liu, 2001, as cited
in Ashmore, 2003).
The issues surrounding the teaching and learning
of English and, in particular, spoken English,
in China are complex and multi-faceted; and
there are no clear-cut solutions that can
be readily implemented, particularly on a
broad scale. And yet, with China's increasing
exposure to the global marketplace, the present
need for proficiency in spoken English is
critical. It is within this complex milieu
that opportunities for more informal means
of English teaching and learning are flourishing.
Native speakers of English are welcomed throughout
China to serve as models of spoken English
in a variety of contexts. One such venue is
summer English language camps for children
and youth, where native speakers are enlisted
to serve as teachers of conversational English,
often on a volunteer basis or in exchange
for room and board. A review of the literature
revealed an absence of studies specifically
addressing English language camps.
Purpose
The need for spoken English proficiency in
China has created rich opportunities for an
influx of informal means of English teaching.
Native speakers of English are welcomed throughout
China in a variety of contexts to serve as
models of spoken English. One such venue is
summer language camps for children and youths.
To date, little or no empirical research has
been conducted on these camps. The purpose
of this study is to explore the teaching and
learning dynamics at one such camp. The investigation
was guided by three overarching questions:
1. How do summer language camp experiences
influence the conversational English of Chinese
students (ranging from 8-18 years of age)?
2. How are the summer camp experiences different
from the traditional school experience for
Chinese students (ranging from 8-18 years
of age)?
3. What are the most beneficial aspects of
the camp for students and teachers and what
are the least beneficial aspects of the camp
for students and teachers?
Method
Participants
The participants in this study comprise students
and their teachers who attended an English
language camp in China during the summer of
2004. The 149 students are all Chinese, and
the majority live in urban neighborhoods in
Beijing. They range in age from 8 - 18; the
gender breakdown is 69 males and 80 females.
All students in this study are from one elementary
through high school facility, and their parents
paid for their camp attendance. Students who
attend this type of camp are assessed as being
of average or above average ability, and generally
come from relatively high socio-economic family
backgrounds. They were participating in a
variety of classes and activities while at
the camp. The average class size was 16. The
Chinese teachers, who were selected by their
principals to assist with camp, are all teachers
of English as a foreign language (EFL) and
are all from the same school complex. The
teachers make up two groups: 10 visiting teachers
from the United States (none of whom are professional
teachers of English) and 10 local Chinese
teachers. Additionally there are 24 teaching
assistants from the USA. The American teachers,
teaching assistants, and the camp leader live
in the same geographic region of the USA.
Setting
The camp is organized annually and is sited
on the coast approximately 200 miles east
of Beijing. It runs for three consecutive
weeks and is located in austere hotel accommodation
where all participants are housed and all
activities conducted. The daily camp schedule
runs from 8 am to 9 pm. Students are grouped
by grade level in classes. The average student-teacher
ratio for each class is approximately 18 students
to one visiting American lead teacher, one
Chinese teacher, and two visiting American
assistants. Classes meet at least three times
daily in a formal classroom setting and run
for approximately 45 minutes. The goal of
the classes is to improve spoken English so
the teachers plan lessons incorporating facilitated
dialogues and working with partners in order
to encourage oral practice. In addition to
formal classes the camp organizes daily activities
designed to encourage interaction among the
participants. These include arts and crafts,
sports and games, and learning activities
such as drama, music and singing. Speaking
in English is encouraged during all of these
activities. Additionally an English Corner
is held daily, offering a forum for informal
English conversation among students and teachers.
Several cultural sightseeing trips are also
organized during the camp and spoken English
is promoted and encouraged by the teachers
during these outings.
Instrumentation
Data were gathered in two stages. Surveys
(available in the Appendix) were used for
the first stage and semi-structured interviews
for the second. All participating students
were asked to respond to a language camp survey.
The questionnaire contains 16 items measuring
reaction to teaching and learning at the camp.
Participants were asked to rate the extent
to which they agree with each item on a five
point Likert-type scale ranging from "strongly
agree" to "strongly disagree".
Study participants checked the place on the
scale that best reflected their feelings about
the item. Scores were computed by adding points
assigned to each of the 20 five-point items.
Items are reverse-scored where appropriate
to ensure the least favorable choice was always
assigned a value of 0 and the most favorable
choice was assigned a value of 4. Eight additional
questions gathered informational data from
each student. Visiting teachers from the United
States and local Chinese teachers were also
surveyed using separate questionnaires. A
pilot study was conducted on all of these
surveys prior to the start of data collection.
In the case of the instruments being designed
for Chinese participants, the pilot study
was conducted in China by a Chinese alumna
of Regent University. Four Chinese students
from different grade levels representing a
cross-section of the proposed participants
were asked to complete the students' questionnaire.
The administrator noted the time it took to
complete the questions, and asked the participants
to translate the questions orally into Chinese
as a way of evaluating the accuracy of their
understanding. Unclear or confusing words
or phrases were circled at this stage and
later refined. For example, on the student
questionnaire, the phrase "teaching methods"
was modified to read "ways of teaching."
Additionally, "the most beneficial"
was changed to "the most helpful."
A similar process was used to conduct a pilot
study on the questionnaire for local Chinese
teachers, and where necessary, question formats
were modified to make them clear and unambiguous.
Questionnaires for participating teachers
from the United States were pilot tested using
a number of subjects similar to the participants
who were asked to comment on the wording of
each question. Based on the pilot study results,
minor modifications were made to some survey
questions.
A set of principal questions was prepared
for the semi-structured interviews and follow-up
questions were designed to probe for additional
data. Reliability of the interview questions
was assessed initially by conducting a pilot
study with a sample of students and teachers
in China in advance of the actual interviews.
The pilot study was conducted to determine
whether the questions were clear and unambiguous,
and also to show whether the questions were
easily and fully understood by a sample of
subjects similar to the participants. Following
the interviews a sample of the analyzed responses
was provided to an independent third party
to assess them for reliability of scoring,
and this peer review provided an external
check of the research process.
Validity of the interviews was enhanced using
the following procedures recommended by Creswell
(1998). First, writing with rich, thick description
enables the reader to transfer information
to other settings and to determine whether
the findings can be transferred to a similar
population. Second, the analyses, interpretations
and conclusions were reviewed by a professional
colleague to help validate the accuracy and
credibility of the account.
Procedure
The survey questionnaires were administered
to all participants (students and teachers)
during the second week of the language camp.
A representative of the researchers who had
been fully briefed on the required procedures
conducted all data collection. Care was taken
to ensure that all survey questions were fully
understood, with a native Chinese speaker
in attendance to assist if required.
Following the administering and subsequent
scoring of the survey questionnaires, participants
to be interviewed were selected. This selection
was taken from within the pools of students
and teachers by purposeful sampling, and specifically
by maximum variation sampling. Ten participants
were selected from among the students, six
from among the visiting American teachers,
and four from among the local Chinese teachers.
This particular sampling technique was chosen
as any common patterns that emerged from great
variation would be of particular interest
and value in capturing the core experiences
and central, shared aspects (Patton, 1990).
Students, visiting American teachers, and
Chinese teachers selected for the second phase
of the study were interviewed separately and
privately, and the confidentiality of the
process was assured. The semi-structured interviews
were recorded using detailed notes with an
audiotape recording as a back up. A full and
detailed record of each participant's responses
was produced on completion of each interview.
Analysis
The analysis in this case study is limited
to questionnaire responses and interview data
that were collected. Established qualitative
analysis techniques were adopted. A content
analysis was performed on the data, examining
topics, categories of topics, and patterns
across questions. First, using interview questions
to develop initial coding categories, data
from the transcribed semi-structured interviews
were coded and charted for each group of participants.
Next, in an attempt to answer the three overarching
questions, an across-group content analysis
was conducted and the results charted. Finally,
all coded and charted data were analyzed again
to discover major themes across the two sets
of coded and charted data. The analysis was
iterative in order to ensure that possible
differences in the interpretation of responses
were explored. To check the reliability of
the analysis, a peer review was conducted
to obtain a second opinion on the findings.
An audit trail was maintained throughout the
analysis. Finally the data, analyses, interpretations
and conclusions were taken back to a representative
of the participants to comment on the accuracy
and credibility of the account.
Results
Results are reported under four categories:
overarching questions, most valuable aspects,
recommendations for improvement, and emerging
themes.
Overarching
questions
The first overarching question asked how summer
language camp experiences influence the conversational
English of Chinese students (ranging from
ages 8 to 18 years). The data revealed that
the language camp students are highly motivated
to speak English. Salient motivators that
were identified include interaction with native
speakers; the novelty of a relaxed, casual,
enjoyable setting; the opportunity to get
to know Americans and American culture; attention
and encouragement from the visiting American
teachers; and participation in games, singing,
dancing, drama, sports, and field trips. The
data also indicated that students had numerous
and continual opportunities to use conversational
English in various meaningful contexts with
native speakers. This included the following:
1. Interaction in a variety of settings (educational
and social) and groupings (one-on-one, dyads,
small groups, and large groups) and interaction
through a variety of activities such as singing,
sports, drama, games, and formal and informal
conversations with native speakers.
2. Acquisition of English through direct teaching
as well as the aforementioned activities with
adult visiting teachers and visiting young
people who are peers.
3. Relationship building through social interactions.
The second overarching question explored ways
in which the summer camp experiences differ
from the traditional school experiences for
Chinese students (ranging from ages 8 to 18
years).
Major differences between summer English language
camps and traditional schooling in China as
reported by students include focus (spoken
English), context, content, methodology, activities,
materials, and interaction with native speakers.
Specifically, reported differences include
practice of spoken English with native speakers;
relationship-building with Americans and learning
about American culture; use of casual English;
and acquisition of more English idioms. Reported
differences also include practice of spoken
English in an enjoyable, relaxed setting;
interactive teaching methods and activities;
the absence of homework; innovative practices;
relationship with teachers in an instructional
setting; and teacher attitude and behaviors.
The final overarching question explored the
most beneficial and least beneficial aspects
of the camp for students and teachers. Analyses
revealed the differences displayed in Tables
1-3. The data show that the students favored
learning English with native speakers and
benefited from the instructional methods employed;
they would have preferred being grouped by
proficiency; and they would have welcomed
some free time scheduled in the program. Chinese
teachers learned new teaching methods from
the visiting Americans, and also built deeper
relationships with the students; they also
would have preferred proficiency grouping
and scheduled down time. The American teachers
benefited most from the relationship building
opportunities afforded by the camp; they too
reported that scheduled free time would permit
all participants to re-energize.
Table
1
Chinese Students: Most Beneficial and Least
Beneficial Aspects of Camp
| Most
Beneficial Aspects |
Least
Beneficial Aspects |
|
Learning
English
* Learning and practicing spoken English
with native speakers
Instructional Practices
* Structure of the day
* Instruction and activities in a caring,
relaxed, fun-filled environment with
low teacher-student ratio and teaching
assistants who were peers
|
Instructional
Practices
*Absence of grouping according to levels
of English proficiency
*Reluctance of American teachers to correct
student pronunciation
Schedule
*Absence of time in the schedule for
students and teachers to re-energize
|
Table
2
Chinese Teachers: Most Beneficial and Least
Beneficial Aspects of Camp
| Most
Beneficial Aspects |
Least
Beneficial Aspects |
Professional
Development
* Learning from American teachers to make
classes more interesting and teach with
more spirit
* Improving spoken English
Relationship with Students
* Building deeper relationships and gaining
deeper understanding of their Chinese
students
|
Grouping
* Absence of grouping according to levels
of English proficiency
Schedule
* Absence of time in the schedule for
students and teachers to re-energize
|
Table
3
American Teachers: Most Beneficial and Least
Beneficial Aspects of Camp
| Most
Beneficial Aspects |
Least
Beneficial Aspects |
Relationships
* Relationships with Chinese students
* Friendliness of Chinese teachers and
workers
* Acquaintance with other fellow teachers
prior to the camp experience
* Unity of the team of visiting teachers
* Sharing of gifts and expertise
* Team teaching
* Personal Change
|
Schedule
* Absence of time in the schedule for
students and to re-energize
Accommodations
* Spartan-like hotel accommodations and
poor quality of food
|
Most
valuable aspects
Analysis of the data also revealed the most
valuable aspects of the camp according to
each group of participants. For the students
it was learning and practicing spoken English
with native speakers. Chinese teachers indicated
that for them the most valuable aspect was
learning new methods for teaching English,
while the teachers from the USA most valued
the opportunity to build relationships with
Chinese students and teachers.
Supporting testimonies regarding the students'
learning of English were provided by Chinese
and American teachers. Testimonials provided
by the Chinese teachers include:
1. A student who did not like learning English
under the grammar translation method was motivated
to want to become a speaker of perfect English.
2. A student who was doing poorly in English
in the Chinese school learned to love English
and learned a lot of English vocabulary.
3. A student improved her spoken English and
stated that she liked English more than ever
before.
Visiting teacher testimonies include descriptions
of two students: a boy who was identified
as a natural leader who became demonstrably
more verbal and a boy who was reported as
previously unmotivated who demonstrated a
strong desire to communicate; i.e., he made
a special effort to speak English at the camp.
Participants'
Recommendations for Improvement of the Camp
Although participants reported a variety of
benefits of the camp, some areas for refinement
were noted. The major recommendations included
(a) adjustment of the daily schedule to build
in some time for teachers and students to
reflect and re-energize;
(b) incorporation of time for Chinese teachers
and American teachers to interact on matters
of teaching learning; (c) provision of more
instructional training for American teachers;
and (d) grouping students by language proficiency
levels. Both groups of teachers (Chinese and
American) expressed a desire for further instructional
training and all participants expressed a
desire for some free time in the daily camp
schedule. Chinese teachers and students recommended
grouping students by language proficiency
levels and not just by grade level.
Emerging
themes
Throughout the analysis, three dominant, emerging
themes were identified. These themes are:
1. learning and practicing spoken English;
2. building and valuing of personal relationships;
3. experiencing and valuing personal and professional
change.
The primary goal of the camp was the learning
and practicing of spoken English. Analysis
of the data showed that each of the three
categories of participants reported that the
goal was met. Data analysis also revealed
two residual effects that were interwoven
throughout the camp experiences of participants,
in the form of relationship building and experiencing
change. Participants reported that relationships
were built and strengthened on multiple levels:
student-to-student, teacher-to-teacher, and
teacher-to-student. Additionally, members
of all three groups of participants reported
instances of personal and/or professional
change.
Discussion
From the analysis of data obtained both from
questionnaires and from interviews, a number
of preliminary determinations can be drawn.
Foremost, participants in this study indicated
that the camp was effective in its primary
objective of teaching spoken English. Chinese
students, Chinese teachers, and visiting American
teachers who were interviewed reported improvement
in spoken English proficiency on the part
of the students. When students were asked
to identify the most helpful aspect of the
camp, they indicated practicing and improving
spoken English. Additionally, Chinese and
American teachers cited specific examples
of students who exhibited dramatic changes
in their level of motivation and enthusiasm
for learning the language. One of the most
influential factors relating to the improvement
of students' spoken English was the manifold
opportunities to practice spoken English with
native speakers through classes, activities,
and personal interactions. Because this study
was primarily descriptive in nature, no inferential
statistical processes were employed and the
amount of improvement for individual students
or students as a group was not determined.
Recurring themes throughout the data analysis
suggest that the positive effects on language
proficiency and motivation may spring from
a synergistic interaction of three elements:
(a) the camp context; (b) the interactive
nature of the teaching and learning activities;
and (c) the opportunity to use spoken English
for authentic purposes. By its very nature,
a camp setting is removed from the everyday
experiences of students and teachers alike.
Language camps, where two cultures meet in
a novel setting to focus on spoken English,
provide students with rich and authentic language
experiences. At the camp described in this
study, the teaching and learning experiences
were characterized by engagement and interaction.
Since students and teachers were housed at
the same hotel, shared meals, and were involved
in various activities and teaching and learning
experiences from early in the morning to late
in the evening, opportunity to practice spoken
English was maximized.
As reported in the study data, the numerous
formal and informal opportunities for teachers
and students to converse using English in
meaningful contexts were valued by participants.
From the camp's many and varied interactive
learning activities, the Chinese students
indicated that drama, music, games, sports,
and conversations with native speakers were
the most helpful in facilitating improvement
in their spoken English. Interestingly, these
informal means of instruction contrast markedly
with the type of methodology typically seen
in traditional language classrooms in China,
where the main focus is on mastery of grammar-based
curriculum. Thus, a beneficial aspect of the
language camp is that it complements in a
limited but distinctly different way the formalized
school experience by affording teachers and
students the opportunity to focus almost exclusively
on interactive use of English.
Perhaps even more importantly, the camp provides
a unique opportunity for participants to use
English for authentic purposes. One of the
primary manifestations of authentic use of
language at this camp was in the building
of relationships. Participants revealed that
relationships were developed and strengthened
on multiple levels: student-to-student, teacher-to-teacher,
and teacher-to-student. The authentic use
of language happened rather naturally as a
by-product of the sustained interaction that
took place at the camp. Interestingly, while
the teachers at this camp were not trained
in CLT, the type of authentic language interaction
that is the core of CLT occurred. Thus, an
important insight from this study is that
students were not resistant to interactive
language instruction as reported in past studies
pertaining to student attitudes (Hu, 2002;
Rhao, 2002). In fact, Chinese students indicated
that they valued these experiences. Considering
the unique context of summer language camps,
and the personal and social nature of the
language learning process, it is speculated
that the camps have potential as vehicles
for promoting spoken language proficiency
among Chinese students.
As evidenced in this study, other hallmarks
of the camp phenomenon are relationship building
and personal and professional change. Notably,
when reporting on the most valuable aspects
of the camp, all interviewees alluded to some
form of these elements. Consequently, all
participants became learners, teachers and
students alike.
Recommendations
for Further Research
The following recommendations for additional
study are offered:
Concluding
Thoughts
This study has provided the opportunity to
learn more about the dynamics within one language
camp in China. We have seen that rich benefits
flowed from this particular camp and all participants
in the study indicated that the primary goal
of the camp was accomplished. At the same
time, participants offered valuable recommendations
for making the camp experience even more meaningful
and effective.
Researcher responses to participants' recommended
improvements are supportive. It is recommended
that (a) the daily camp schedule includes
time to re-energize for students and teachers
as well as time for Chinese and American teachers
to interact concerning teaching and learning;
(b) the camp director enlist an English language
teaching specialist who understands Chinese
culture to serve as a trainer-consultant to
visiting American teachers; and (c) the teachers
group students by language proficiency especially
in the more formal teaching and learning sessions.
With these types of enhancements together
with others that may be revealed by further
research, summer English language camps like
the one examined in this study may be an untapped
resource that could play a role in addressing
the growing need in China for spoken English
proficiency. These camps also have great potential
to provide rich opportunities for exchanging
individual worldviews, promoting cultural
understandings, experiencing professional
and personal growth, and fostering meaningful
and lasting friendships across cultures.
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Appendix
A
LANGUAGE
CAMP QUESTIONNAIRE FOR STUDENTS
What grade are you in at your school? …………
How
old are you? ………….
Are
you male or female?.........................
What
languages do you speak in addition to Chinese
and English? …………….
How
many years have you studied English? ……………..
What
grade were you in when you started to learn
English at school? ..........
On the attached sheet are some statements
regarding the teaching and learning at the
language camp. Please give us your own opinions
by indicating whether you agree or disagree
with the items as they are stated.
For questions 1-15 please write alongside
each statement (to the LEFT of each number)
one of the following:
SA (Strongly Agree)
A
(Agree)
N (Neutral or uncertain)
D
(Disagree)
SD
(Strongly Disagree)
1.
I enjoy learning English in a group of other
students
2. I find the classes at this camp difficult
3. The teachers at the camp make learning
English seem easy
4. I have previously learned all of my English
at school
5. The teaching methods at the camp are different
from those at my school
6. I am learning many new English words at
this camp
7. Reading English in textbooks is the best
way for me to learn
8. I prefer to learn English by listening
to English speakers talk
9. This camp is helping me with my spoken
English
10. The teachers at my school make learning
English seem easy
11. Learning English is more fun at the camp
than at school
12. I find the classes at this camp quite
easy
13. I learn English best by memorizing lists
of words
14. I am more confident in speaking English
as a result of this camp
15. I prefer learning English in my classroom
at school
16. I think the morning classes are more helpful
for learning English than the afternoon and
evening activities
Finally, please respond to the following questions:
A. On a scale of 1-9, with 1 being the lowest
and 9 the highest, please indicate how much
English you think you are learning at this
camp compared to how much English you would
learn in the same amount of time at school.
………….
B. What are the most beneficial aspects of
this camp for you?
C.
What are the least beneficial aspects of this
camp for you?
D.
What do you do best in English?
--------speak ----------read --------listen
-----------write
E.
Which of these is the most difficult for you
in English?
-------speaking ---------reading -------listening
---------writing
F.
When you are not at camp, how many hours per
week do you spend speaking English? ----------
How many of these hours are outside of school?....................
G. When you are not at camp, which of the
following do you do in English?
-----talk to friends --------watch TV -----------listen
to radio
-----talk to parents ---------talk to family
----------- listen to music
-----read books ---------read newspaper --------
use the internet
-----read magazines -------play computer games
--------watch movies
H.
Why do you want to learn English?
-------to talk with friends ………..for
future career ---------for travel ……...required
to learn it at school ………..interested
in the language………interested
in the culture ……..other (please
explain)
Appendix B
LANGUAGE
CAMP QUESTIONNAIRE FOR VISITING TEACHERS
Are
you male or female?.........................
Have
you taught English to Chinese students previously?..............
Have
you taught in a language camp previously?....................
What
is your occupation at home?----------------------
On
the attached sheet are some statements regarding
the teaching and learning at the language
camp. Please give us your own opinions by
indicating whether you agree or disagree with
the items as they are stated.
Please write alongside each statement (to
the LEFT of each number) one of the following:
SA (Strongly Agree)
A
(Agree)
N (Neutral or uncertain)
D
(Disagree)
SD
(Strongly Disagree
1.
I find it easy to teach English at this camp
2. Students seem to be more confident speaking
English as a result of the camp
3. Teaching at this camp is frustrating for
me
4. I think the camp activities are beneficial
for students learning English
5. The students are improving their ability
to speak English at this camp
6. Teaching at this camp is more difficult
than I expected
7. I was well prepared for the non-teaching
aspects of this camp, such as living conditions,
cultural considerations, and team interactions
8. The students appear to be enjoying the
English teaching at this camp
9. I think the morning activities are the
most beneficial for learning English
10. I am learning a lot from teaching at this
camp
A.
What do you think is the best aspect of this
camp for you?
B.
What do you think is the least beneficial
aspect of this camp?
Appendix
C
LANGUAGE
CAMP QUESTIONNAIRE FOR TEACHERS FROM BEIJING
Are you male or female?.........................
What
do you teach at your school in Beijing?...........................
What
grade do you teach?...............................
How
long have you been teaching?.............................
Have
you taught in a language camp previously?
On
the attached sheet are some statements regarding
the teaching and learning at the language
camp. Please give us your own opinions by
indicating whether you agree or disagree with
the items as they are stated.
Please write alongside each statement (to
the LEFT of each number) one of the following:
SA
(Strongly Agree)
A
(Agree)
N (Neutral or uncertain)
D
(Disagree)
SD
(Strongly Disagree)
1.
Students seem to be more confident speaking
English as a result of the camp
2. I think the afternoon and evening camp
activities are beneficial for students learning
English
3. The students are improving their ability
to speak English at this camp
4. The students appear to be enjoying the
English teaching at this camp
5. I think the morning activities are the
most beneficial for learning English
6. The methods used to teach English at this
camp are very different from the methods used
in my school
7. I would like to assist with this camp again
in the future
8. I enjoy working with the English speaking
teachers at this camp
9. I intend to use some of the teaching methods
I have seen at this camp when I return to
my own school
10. I think all students would benefit by
attending a summer language camp like this
one
A.
What do you think is the best aspect of this
camp for the students?
B.
What do you think is the least beneficial
aspect of this camp for the students?
C.
I think the teaching at this camp could be
improved by
