Exploring Factors Influencing Alignment Between Curriculum Standard and English Exam Content.
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| Title: | Exploring Factors Influencing Alignment Between Curriculum Standard and English Exam Content. |
|---|---|
| Authors: | Xiaomeng Li1 xiaomengli1124@163.com, Wei Xiong2 weio628@student.usm.my |
| Source: | Eurasian Journal of Educational Research (EJER). 2024, Issue 113, p290-309. 20p. |
| Subject Terms: | *Educational standards, *English teachers, English language usage, Social attitudes, English language |
| Abstract: | The factors influencing the alignment between English curriculum standards and examination content remain inadequately understood. This study seeks to enhance understanding by examining the perspectives of English language instruction and research specialists, alongside junior English teachers within the context of Chinese junior high schools. A qualitative case study design was employed, with 15 participants selected from Chinese junior high schools. Thematic analysis of the data revealed four primary themes and their associated sub-themes: (1) the curriculum standard itself, primarily encompassing its practicality and clarity; (2) internal school factors, including sub-themes such as students' learning conditions, school support, and teachers' initiative, with the latter covering teachers' knowledge, beliefs, and cultural attitudes; (3) external factors, such as government educational policies and the cognitive and supportive role of learners' families in English learning; and (4) the nature of English examinations. Among these, students' English learning conditions emerged as the most influential factor, as indicated by all interview participants. Notably, the nature of the English examination was identified as a new primary theme, with sub-themes distinct from those highlighted in existing literature on factors influencing alignment. The themes identified in this study address a research gap, as no prior studies have examined factors affecting alignment between English curriculum standards and examination content. This new component is anticipated to stimulate further research on alignment factors within standard-based education studies. [ABSTRACT FROM AUTHOR] |
| Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 184425249 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring Factors Influencing Alignment Between Curriculum Standard and English Exam Content. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xiaomeng+Li%22">Xiaomeng Li</searchLink><relatesTo>1</relatesTo><i> xiaomengli1124@163.com</i><br /><searchLink fieldCode="AR" term="%22Wei+Xiong%22">Wei Xiong</searchLink><relatesTo>2</relatesTo><i> weio628@student.usm.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Eurasian+Journal+of+Educational+Research+%28EJER%29%22">Eurasian Journal of Educational Research (EJER)</searchLink>. 2024, Issue 113, p290-309. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br />*<searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+usage%22">English language usage</searchLink><br /><searchLink fieldCode="DE" term="%22Social+attitudes%22">Social attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The factors influencing the alignment between English curriculum standards and examination content remain inadequately understood. This study seeks to enhance understanding by examining the perspectives of English language instruction and research specialists, alongside junior English teachers within the context of Chinese junior high schools. A qualitative case study design was employed, with 15 participants selected from Chinese junior high schools. Thematic analysis of the data revealed four primary themes and their associated sub-themes: (1) the curriculum standard itself, primarily encompassing its practicality and clarity; (2) internal school factors, including sub-themes such as students' learning conditions, school support, and teachers' initiative, with the latter covering teachers' knowledge, beliefs, and cultural attitudes; (3) external factors, such as government educational policies and the cognitive and supportive role of learners' families in English learning; and (4) the nature of English examinations. Among these, students' English learning conditions emerged as the most influential factor, as indicated by all interview participants. Notably, the nature of the English examination was identified as a new primary theme, with sub-themes distinct from those highlighted in existing literature on factors influencing alignment. The themes identified in this study address a research gap, as no prior studies have examined factors affecting alignment between English curriculum standards and examination content. This new component is anticipated to stimulate further research on alignment factors within standard-based education studies. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14689/ejer.2024.113.18 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 290 Subjects: – SubjectFull: Educational standards Type: general – SubjectFull: English teachers Type: general – SubjectFull: English language usage Type: general – SubjectFull: Social attitudes Type: general – SubjectFull: English language Type: general Titles: – TitleFull: Exploring Factors Influencing Alignment Between Curriculum Standard and English Exam Content. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xiaomeng Li – PersonEntity: Name: NameFull: Wei Xiong IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1302597X Numbering: – Type: issue Value: 113 Titles: – TitleFull: Eurasian Journal of Educational Research (EJER) Type: main |
| ResultId | 1 |
