Collaboration among Tertiary English Teachers in Chinese Universities: Attitudes and the Role of Technology in Collaborative Practice
DOI:
https://doi.org/10.54855/callej.252648Keywords:
English teachers at tertiary level, Collaboration, Attitude, TechnologyAbstract
Effective teacher collaboration is critical for professional growth in the 21st century. However, teacher collaboration in China faces two significant challenges: a lack of awareness and a limited willingness among educators to engage in collaborative practices. Despite the importance of this issue, little is known about the attitudes of tertiary English teachers toward collaboration, or the role technology plays in fostering collaborative practices. This study aims to address these gaps by investigating the attitudes of tertiary English teachers on collaboration and examining how technology influences their collaborative activities. Using a mixed-methods design, data were collected from 219 full-time English teachers at universities in China through a 5-point Likert scale questionnaire. In addition 20 full-time English teachers participated in interviews.. The findings reveal that tertiary English teachers generally have a positive attitude toward collaboration. Tertiary English teachers adopt various digital tools in their efforts to collaborate and these have played a significant role in enhancing teachers’ willingness to facilitate the collaborative process. These results underscore the importance of leveraging technology and fostering a shift in attitudes to promote a more collaborative environment among English language instructors at Chinese universities.
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