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Paper Details

DISTANCE EDUCATION OF ENGLISH TEACHERS IN UNDERDEVELOPED AREA OF CHINA

XIA Yanhua

Journal Title:Research Journal of English Language and Literature
Abstract


The problem investigated by this study is the distance learning and learning style of middle school English teachers in underdeveloped area of China from life-long education perspectives. There are few empirical studies on the role of distance learning from the middle school English teachers perspectives. Furthermore, there are few studies on the relationship between teacher age and studying style. The study investigates this gap in the research, identifying factors that impact teachers life-long education in rural west China. Key words: distance education; English teachers; underdeveloped area of China INTRODUCTION Middle school English teachers in rural west China as adults are not only learning as individuals, but as members of a group. Teachers expect information that is up-to-date and authoritative, courses that are flexible and accommodate different learning styles, guidance on what and how to study, opportunities to do something with what they learn (assignments and projects), feedback on their work and progress, and help dealing with administrative or personal problems related to the program. In addition to influencing the design and implementation of courses, these expectations should be considered when determining the nature of instruction and support services provided. The most important criteria are determining the best supports to ensure student success [1]. Three areas of support services that are critical include advisement and counselling, administrative support, and teachers interaction with faculty and others. BASIC THEORY Distance education students may require additional advisement throughout their student tenure which may include advice on course selection, course requirements and testing modes, and assistance in understanding the relationship of various courses to program completion. Distance education may impose a greater demand on student time than expected. This can impact their work and family responsibilities. While issues should be addressed during the students' orientation process, counselling support services should be made readily available to address additional family, health, and employment issues that may arise. Counselling support services should be proactive as well as reactive to ensure that students who may not seek assistance when in crisis can be identified in order

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