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The Educational Review, USA

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Article http://dx.doi.org/10.26855/er.2024.06.017

An Investigation of College English Tiered Instruction in Chinese Universities

Yuanmei Huang

School of Foreign Languages, Zhejiang Universality of Finance and Economics, Hangzhou, Zhejiang, China.

*Corresponding author: Yuanmei Huang

Published: June 25,2024

Abstract

This paper investigates the application of tiered English instruction in Chinese universities as a response to the diverse English proficiency levels among students resulting from the rapid expansion of higher education in China. Utilizing a mixed-methods approach, the research surveyed thirty-two universities to assess the implementation and outcomes of tiered instruction strategies. The study focused on student differentiation, faculty allocation, innovative teaching methods, and management and assessment systems. The findings reveal that while a three-tier class system is widely adopted for its operational convenience, challenges persist in establishing differentiation standards and validating teaching effectiveness, which stimulate emotions in low-tier students. Despite these challenges, tiered instruction has proven effective in aligning teaching content and methods with student capabilities and enhancing student motivation. The study underscores the need for a robust framework to further develop and sustain tiered instruction, suggesting that such a framework could significantly improve educational outcomes. Recommendations are made for policy adjustments and future research directions to address the identified challenges and enhance the effectiveness of tiered instruction strategies.

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How to cite this paper

An Investigation of College English Tiered Instruction in Chinese Universities

How to cite this paper: Yuanmei Huang. (2024). An Investigation of College English Tiered Instruction in Chinese Universities.The Educational Review, USA8(6), 878-885.

DOI: https://dx.doi.org/10.26855/er.2024.06.017