The teaching and learning of English first additional language (FAL) in schools are influenced by several factors. This article reports on findings of a case study in which we sought to identify factors that influenced English FAL teaching and learning practices in Chinese secondary schools. Data were collected using semi-structured interviews and lesson observations involving non-native English teachers from 3 secondary schools in mainland China and analysed using the thematic analysis approach. Despite different pedagogical approaches and learning materials used, it emerged that the teaching of English FAL was influenced by several factors including large class sizes, the lack of teacher autonomy and the impact of an exam-oriented system. With this article we examine these factors, which influenced the effective teaching and learning of English FAL from the teachers’ perspectives. We also discuss several strategies the teachers considered to be effective in facilitating the enhancement of English FAL teaching and learning practices in the secondary schools under study.

https://doi.org/10.15700/saje.v45n3a2394

ORCiD iDs of authors:
Pei Pei Kong - https://orcid.org/0000-0003-3937-3309
Cai Yu Li - https://orcid.org/0000-0001-8138-2861