Investigating Chinese Tertiary EFL Teachers’ Beliefs and Practices in the Application of Learning Management Systems Using Q Methodology

Abstract

The purpose of this study is to explore Chinese tertiary EFL teachers’ beliefs and practices as well as the relationships between them in the application of Learning Management Systems (LMS in short). By reviewing relevant literature, previous studies either carried out research on teachers’ beliefs and practices in the training of basic English learning skills or compared them between novice and experienced teachers. This study fills the gap of research on teachers’ beliefs and practices from the perspective of technology integration, specifically LMS application. By using the Q methodology, 38 EFL teachers teaching the same EFL course to undergraduate students at F University in mainland China were selected as research participants. After collecting research data through open-ended questionnaires and semi-structured interviews, four different types of teachers’ LMS beliefs and three different levels of teachers’ LMS practices were identified by employing Q Methodology software-PQMethod and a web application Ken-Q analysis. Through comparing each participant’s corresponding beliefs and practices, both consistent and inconsistent relationships are found. The research findings not only prove the definite connection between teachers’ LMS beliefs and practices but also reveal the discrepancies between what teachers believe and do while using LMS. In general, The research can not only offer a new methodological solution for further research on cognitive factors like teachers’ beliefs but also provide pedagogical implications to EFL teachers to promote their career development.