ABSTRACT

English has been increasingly used for global communication purposes, and educational systems in many countries have responded by prioritizing English language education over teaching and learning of other foreign languages. In Mongolia, the growing popularity of English resulted in the nationwide programmes on English Language Education that required skilled English language teachers to engage students in meaningful language learning opportunities. To date, no empirical studies on the impact of the new English language curriculum on Mongolian secondary teachers’ beliefs and practices have been reported in the literature. This study aims to address this gap by exploring secondary school teachers’ perceptions about the successes and challenges of teaching a global language in a local context. The findings suggest that Mongolian public school teachers face multiple challenges, including frequent curriculum and textbook changes, large class sizes, inadequate facilities and insufficient resources. At the same time, the findings of this study shed light on positive developments in the field of secondary EFL teaching in Mongolia. It is hoped that this study will inform policymakers and other stakeholders about on-the-ground understandings and implementation of educational reforms, as well as provide English teachers in similar contexts with strategies required to maintain effective EFL teaching practices.

摘要

英语越来越多地用于全球交流目的，许多国家的教育系统已经做出反应，将英语教育优先于其他外语的教学和学习。在蒙古，英语的日益普及导致了全国性的英语语言教育计划，要求熟练的英语教师让学生参与有意义的语言学习机会。迄今为止，尚未有文献报道新的英语语言课程对蒙古中学教师的信仰和实践的影响的实证研究。本研究旨在通过探讨中学教师对在当地环境中教授全球语言的成功和挑战的看法来解决这一差距。调查结果表明，蒙古公立学校教师面临多重挑战，包括课程和教科书频繁更换、班级规模大、设施不足和资源不足。同时，这项研究的结果揭示了蒙古中学外语教学领域的积极发展。希望这项研究能够让政策制定者和其他利益相关者了解教育改革的实际理解和实施情况，并为类似背景下的英语教师提供维持有效英语教学实践所需的策略。这项研究的结果揭示了蒙古中学外语教学领域的积极发展。希望这项研究能够让政策制定者和其他利益相关者了解教育改革的实际理解和实施情况，并为类似背景下的英语教师提供维持有效英语教学实践所需的策略。这项研究的结果揭示了蒙古中学外语教学领域的积极发展。希望这项研究能够让政策制定者和其他利益相关者了解教育改革的实际理解和实施情况，并为类似背景下的英语教师提供维持有效英语教学实践所需的策略。