中小学英语教师对非正规学习的态度研究.docx

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Title: Attitudes of Primary and Secondary School English Teachers towards Informal Learning
Introduction:
In recent years, informal learning has gained significant attention in the field of education. Informal learning refers to learning that occurs outside of the traditional classroom context, through activities such as self-directed learning, online courses, and experiential learning. As English language teachers in primary and secondary schools play a crucial role in shaping students' language skills, it is essential to understand their attitudes towards informal learning. This research aims to explore the attitudes of primary and secondary school English teachers towards informal learning and its implications for English language education.
Methods:
To collect data, a mixed-methods approach will be employed, combining both quantitative and qualitative methods. Firstly, a survey questionnaire will be distributed to a sample of primary and secondary school English teachers. The questionnaire will consist of Likert-scale and open-ended questions, focusing on teachers' attitudes towards informal learning, their perceptions of its usefulness, and the challenges associated with integrating it into their teaching practices. Additionally, a select group of teachers will be invited for in-depth interviews to obtain deeper insights into their attitudes and experiences.
Results:
The quantitative data collected from the survey will be analyzed using statistical methods such as frequency analysis, means comparison, and correlation analysis to identify patterns and trends in teachers' attitudes towards informal learning. The qualitative data from the interviews will be transcribed and analyzed thematically, identifying key themes and sub-themes that emerge from the teachers' narratives.
Discussion:
Based on the results, this study aims to explore and discuss the attitudes of primary and secondary school English teachers towards informal learning. It will provide a comprehensive understanding of their perceptions, challenges, and beliefs regarding informal learning. The implications of teachers' attitudes will be discussed in terms of their impact on English language education. Additionally, recommendations can be made for professional development programs and policy changes to support teachers in integrating informal learning into their teaching practices more effectively.
Conclusion:
This research offers insights into the attitudes of primary and secondary school English teachers towards informal learning. By understanding their perspectives and challenges, it can contribute to the improvement of English language education. This study also opens avenues for future research on the effectiveness of integrating informal learning approaches into formal classroom settings.
In conclusion, the attitudes of primary and secondary school English teachers towards informal learning play a significant role in shaping the English language education landscape. This research aims to shed light on their perspectives, challenges, and beliefs, ultimately contributing to the enhancement of teaching and learning practices in the field of English language education.