An investigation of teachers' perceptions of the use of Reading Wonders™ for ESL learners in Shenzhen, China

Abstract

In recent years, an increasing number of private schools and training institutions in Mainland China adopt a set of Western ELT materials, known as the Reading Wonders™ programme. However, the applicability of this Western English language teaching material to second language learners in a non-Western context has not been fully explored. To gain insight into teachers' use and perceptions of adopting the Reading WondersTM Reading/Writing Companion in Shenzhen, China, in-depth interviews were conducted with five teachers working in the contexts of school and after-school training institutions. The results were analysed using thematic analysis, and it was found that: (1) This material is more useful for students progressively learning English in a private school (especially an international school) setting where there is a suitable language environment and sufficient classroom time; (2) The long-term learning, and only long-term learning, of the materials, as measured by students' English language proficiency assessment, classroom participation and performance, improved students' vocabulary and reading skills; (3) Teachers have encountered challenges related to students (lack of vocabulary foundation and lack of knowledge of the English language system), teachers (excessive time spent understanding and preparing content), and textbooks, programme and publishers (lack of supplementary instruction and exercises, and lack of training to provide practical instruction). Based on the results, the use of Western ELT materials for second language learners in non-Western contexts is not necessarily applicable.