Home Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community
Article
Licensed
Unlicensed Requires Authentication

Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community

  • Li Wang

    Li WANG is an assistant professor at the School of Foreign Studies at Zhongnan University of Economics and Law. She holds a Ph. D. in Learning and Philosophy from Aalborg University in Denmark. Her research interests include language teachers’ professional development, English language teaching, and comparative education. Her main research work has been published by Palgrave Macmillan and in academic journals such as System and Frontiers of Education in China.

         and Yihuan Zou

    Yihuan ZOU is an associate professor at the School of Education at Central China Normal University. He holds a Ph.D. in Learning and Philosophy from Aalborg University in Denmark. His research efforts have been focused on higher education, educational policy, and the sociology of education. His research work has been mainly published by Palgrave Macmillan and River Publisher.

     EMAIL logo
Published/Copyright: September 28, 2023
Become an author with De Gruyter Brill
Author Information
Chinese Journal of Applied Linguistics
From the journal Chinese Journal of Applied Linguistics Volume 46 Issue 3

Abstract

In the last three decades, Professional learning communities (PLCs) have spread rapidly in different countries and contexts. While much is known about PLCs’ potential to enhance teachers’ professional learning, less is known about factors influencing teachers’ sustained participation and the process concerning how PLC was built at an early stage, especially in higher education in China. This study, conducted at the School of Foreign Languages in a key teacher education university in China, examined 17 university EFL (English as a Foreign Language) teachers’ perceptions of the value of academic salon-based PLC and the factors influencing their participation. Drawing on data from semi-structured interviews, the results showed that most participants embraced and appreciated the significant role of salon-based PLC in breaking a sense of isolation, enriching general knowledge in research and publication, and enhancing beliefs of the significance of research in professional development. However, how salons were implemented hindered teachers’ sustained participation. Factors at the individual level (i. e., low motivation, heavy workload, etc.) and the institutional level (i.e., non-collaborative culture, hierarchy, etc.) also exerted great influence on teachers’ sustained engagement. Implications for university teachers’ development in the context of PLCs were discussed.

Keywords: university EFL teacher; academic salon; professional learning community (PLC); action research

About the authors

Li Wang

Li WANG is an assistant professor at the School of Foreign Studies at Zhongnan University of Economics and Law. She holds a Ph. D. in Learning and Philosophy from Aalborg University in Denmark. Her research interests include language teachers’ professional development, English language teaching, and comparative education. Her main research work has been published by Palgrave Macmillan and in academic journals such as System and Frontiers of Education in China.

Yihuan Zou

Yihuan ZOU is an associate professor at the School of Education at Central China Normal University. He holds a Ph.D. in Learning and Philosophy from Aalborg University in Denmark. His research efforts have been focused on higher education, educational policy, and the sociology of education. His research work has been mainly published by Palgrave Macmillan and River Publisher.

References

Bai, L., & Millwater, J. (2011). Chinese TEFL academics’ perceptions about research: An institutional case study. Higher Education Research & Development, 30(2), 233-246. http://doi.org/10.1080/07294360.2010.51291310.1080/07294360.2010.512913Search in Google Scholar

Bai, L., Millwater, J., & Hudson, P. (2012). Chinese teaching English as a foreign language (TEFL) academics’ perceptions about research in a transitional culture. Journal of Higher Education Policy and Management, 34, 91-102. http://doi.org/10.1080/1360080X.2012.64233610.1080/1360080X.2012.642336Search in Google Scholar

Barkhuizen, G. (2009). Topics, aims, and constraints in English teacher research: A Chinese case study. TESOL Quarterly, 43(1), 113-125. http://doi.org/10.1002/j.1545-7249.2009.tb00231.x10.1002/j.1545-7249.2009.tb00231.xSearch in Google Scholar

Benbow, R. J., & Lee, C. (2019). Teaching-focused social networks among college faculty: Exploring conditions for the development of social capital. Higher Education, 78, 67-89. http://doi.org/10.1007/s10734-018-0331-510.1007/s10734-018-0331-5Search in Google Scholar

Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388. http://doi.org/10.1093/applin/amp00710.1093/applin/amp007Search in Google Scholar

Borg, S. (2010). Language teacher research engagement. Language Teaching, 43, 391-429. http://doi.org/10.1017/S026144481000017010.1017/S0261444810000170Search in Google Scholar

Borg, S., & Liu, Y. (2013). Chinese college English teachers’ research engagement. TESOL Quarterly, 47, 270-299. http://doi.org/10.1002/tesq.5610.1002/tesq.56Search in Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. http://doi.org/10.1191/1478088706qp063oa10.1191/1478088706qp063oaSearch in Google Scholar

Brodie, K. (2019). Teacher agency in professional learning communities. Professional Development in Education, 47(4), 1-14. http://doi.org/10.1080/19415257.2019.168952310.1080/19415257.2019.1689523Search in Google Scholar

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. National Education ServiceSearch in Google Scholar

Hadar, L. L., & Brody, D. L. (2010). From isolation to symphonic harmony: Building a professional development community among teacher educators. Teaching and teacher education, 26 (8), 16411651. http://doi.org/10.1016/j.tate.2010.06.01510.1016/j.tate.2010.06.015Search in Google Scholar

Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424. http://doi.org/10.1080/00131911.2011.62511110.1080/00131911.2011.625111Search in Google Scholar

Hairon, S., & Goh, J. W. (2017). Teacher leaders in professional learning communities in Singapore: Challenges and opportunities. In A. Harris, M. Jones & J. B. Huffman (Eds.), Teachers leading educational reform: The power of professional learning communities (pp. 86-99). Routledge10.4324/9781315630724-7Search in Google Scholar

Hipp, K. K., Huffman, J. B., Pankake, A. M., & Olivier, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9, 173-195. http://doi.org/10.1007/s10833-007-9060-810.1007/s10833-007-9060-8Search in Google Scholar

Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25, 663-673. http://doi.org/10.1016/j.tate.2008.12.00710.1016/j.tate.2008.12.007Search in Google Scholar

Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development LaboratorySearch in Google Scholar

Hu, Y. J., Rijst, R. M., Veen, K., & Verloop, N. (2018). Integrating research into language teaching: Beliefs and perceptions of university teachers. Innovations in Education and Teaching International, 56, 594604. http://doi.org/10.1080/14703297.2018.150553710.1080/14703297.2018.1505537Search in Google Scholar

Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 559603). Sage Publications LtdSearch in Google Scholar

Kezar, A. J., & Holcombe, E. (2020). Barriers to organizational learning in a multi-institutional initiative. Higher Education, 79, 1119-1138. http://doi.org/10.1007/s10734-019-00459-410.1007/s10734-019-00459-4Search in Google Scholar

Kruse, S. D., & Johnson, B. L. (2017). Tempering the normative demands of professional learning communities with the organizational realities of life in schools: Exploring the cognitive dilemmas faced by educational leaders. Educational Management Administration & Leadership, 45(4), 588-604. http://doi.org/10.1177%2F174114321663611110.1177/1741143216636111Search in Google Scholar

Lave, J., & Wenger, E. C. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press10.1017/CBO9780511815355Search in Google Scholar

Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18, 917-946. http://doi.org/10.1016/S0742-051X(02)00052-510.1016/S0742-051X(02)00052-5Search in Google Scholar

Liu, Y. C., & Xu, Y. T. (2013). The trajectory of learning in a teacher community of practice: A narrative inquiry of a language teacher’s identity in the workplace. Research Papers in Education, 28(2), 176195. http://doi.org/10.1080/02671522.2011.61089910.1080/02671522.2011.610899Search in Google Scholar

Long, N. N., & Huang, J. (2017). Exploring researcher identity construction of university EFL teachers in China. Chinese Journal of Applied Linguistics, 40(4) 371-391. http://doi.org/10.1515/cjal-2017-002210.1515/cjal-2017-0022Search in Google Scholar

McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. University of Chicago PressSearch in Google Scholar

Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Swets & Zeitlinger Publishers. https://doi.org/10.4324/978020382602710.4324/9780203826027Search in Google Scholar

Nistor, N., Daxecker, I., Stanciu, D., & Diekamp, O. (2015). Sense of community in academic communities of practice: Predictors and effects. Higher Education, 69, 257-273. http://doi.org/10.1007/s10734-014-9773-610.1007/s10734-014-9773-6Search in Google Scholar

Pan, H. W., & Chen, W. (2023). Networked learning communities in promoting teachers’ receptivity to change: How professional learning beliefs and behaviors mediate. Sustainability, 15(3), 1-12. http://doi.org/10.3390/su1503239610.3390/su15032396Search in Google Scholar

Prenger, R., Poortman, C., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77 - 90. http://doi.org/10.1016/j.tate.2017.08.01410.1016/j.tate.2017.08.014Search in Google Scholar

Qiao, X., Yu, S., & Zhang, L. (2018). A review of research on professional learning communities in China (2006 – 2015): Key findings and emerging themes. Educational Management Administration & Leadership, 46(5), 713-728. http://doi.org/10.1177/174114321770752310.1177/1741143217707523Search in Google Scholar

Stoll, L., Bolam, R., Mcmahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258. http://doi.org/10.1007/s10833-006-0001-810.1007/s10833-006-0001-8Search in Google Scholar

Tam, A. C. F. (2015). The role of a professional learning community in teacher change: A perspective from beliefs and practices. Teachers and Teaching, 21(1), 22-43. http://doi.org/10.1080/13540602.2014.92812210.1080/13540602.2014.928122Search in Google Scholar

Trevitt, C. (2008). Learning in academia is more than academic learning: Action research in academic practice for and with medical academics. Educational Action Research, 16, 495-515. http://doi.org/10.1080/0965079080244567610.1080/09650790802445676Search in Google Scholar

Vangrieken, K., Meredith, C., Tlalit, P., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. http://doi.org/10.1016/j.tate.2016.10.00110.1016/j.tate.2016.10.001Search in Google Scholar

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 8091. http://doi.org/10.1016/j.tate.2007.01.00410.1016/j.tate.2007.01.004Search in Google Scholar

Wen, Q. F., & Zhang, H. (2020). Building professional learning communities of foreign language teachers in higher education. Círculo de Lingüística Aplicada a la Comunicación, 84, 1-12. http://doi.org/10.5209/clac.7281510.5209/clac.72815Search in Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press10.1017/CBO9780511803932Search in Google Scholar

Wong, J. L. (2010). What makes a professional learning community possible? A case study of a mathematics department in a junior secondary school of China. Teaching and Teacher Education, 11, 131-139. http://doi.org/10.1007/s12564-010-9080-610.1007/s12564-010-9080-6Search in Google Scholar

Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. http://doi.org/10.1177/136216881350594310.1177/1362168813505943Search in Google Scholar

Yang, X., & You, Y. (2018). How the World-Class University Project affects scientific productivity? Evidence from a survey of faculty members in China. Higher Education Policy, 31, 583-605. http://doi.org/10.1057/s41307-017-0073-510.1057/s41307-017-0073-5Search in Google Scholar

Zhang, J., & Sun-Keung Pang, N. (2016). Investigating the development of professional learning communities: Compare schools in Shanghai and Southwest China. Asia Pacific Journal of Education, 36(2). 217-230. http://doi.org/10.1080/02188791.2016.114885110.1080/02188791.2016.1148851Search in Google Scholar

Zhang, J., Yuan, R., & Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219-237. http://doi.org/10.1177/174114321561794510.1177/1741143215617945Search in Google Scholar

Zonoubi, R., Rasekh, A. E., & Tavakoli, M. (2017). EFL teacher self-efficacy development in professional learning communities. Journal of Teacher Education, 66, 1-12. http://doi.org/10.1016/j.system.2017.03.00310.1016/j.system.2017.03.003Search in Google Scholar
Published Online: 2023-09-28
Published in Print: 2023-09-26

© 2023 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Articles in the same Issue

  1. Frontmatter
  2. Teacher Development
  3. Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community
  4. Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community
  5. Insights From Informal Research Mentoring of Three University EFL Teachers
  6. Second Language Acquisition
  7. A Decade of Research Into Second Language Acquisition: A State-of-the-Science Review (2009-2019)
  8. The Correlation Between English and French Proficiency of Chinese Trilingual Learners
  9. Chinese Learners’ Use of Translation in Learning Academic Subjects in English-Medium Instruction Context
  10. Discourse Analysis
  11. On the Novel Chinese Modifier-Head Construction Shejian Shang de X: An Analysis of Meaning Construction
  12. Course Design and Material Evaluation
  13. Multimodal Discourse Analysis of Communicative English for Chinese Learners (Integrated Course) From the Perspective of Ecosophy
  14. Abstracts
  15. Chinese Abstracts
https://doi.org/10.1515/CJAL-2023-0302
Keywords for this article
university EFL teacher; academic salon; professional learning community (PLC); action research

Articles in the same Issue

  1. Frontmatter
  2. Teacher Development
  3. Exploring Mutual Learning of Four Chinese Senior High School EFL Teachers in a Collaborative Action Research Community
  4. Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community
  5. Insights From Informal Research Mentoring of Three University EFL Teachers
  6. Second Language Acquisition
  7. A Decade of Research Into Second Language Acquisition: A State-of-the-Science Review (2009-2019)
  8. The Correlation Between English and French Proficiency of Chinese Trilingual Learners
  9. Chinese Learners’ Use of Translation in Learning Academic Subjects in English-Medium Instruction Context
  10. Discourse Analysis
  11. On the Novel Chinese Modifier-Head Construction Shejian Shang de X: An Analysis of Meaning Construction
  12. Course Design and Material Evaluation
  13. Multimodal Discourse Analysis of Communicative English for Chinese Learners (Integrated Course) From the Perspective of Ecosophy
  14. Abstracts
  15. Chinese Abstracts
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 20.11.2025 from https://www.degruyterbrill.com/document/doi/10.1515/CJAL-2023-0302/html
Scroll to top button