Teachers express that one of the main challenges for students when learning English was nervousness about making mistakes in front of others. With PVT and online learning, students appear to be more inclined to speak up. “Before PVT, when students were unsure about the answers, they would normally remain silent. With PVT they are more willing to try because the foreign teachers are great at using praise to encourage them to speak more. Their engagement is better than befor e.” Students also appear to be engaged as is evident in their enthusiasm for every PVT lesson. Carol finds students get really excited about the oral lessons because they get to listen, talk, and respond. This interest in the lessons has led to increased performance, according to Carol: “I think they learn many things through PVT. I will hear them talk about the foreign teacher or teaching content with classmates, so they really are paying attention to the teacher and their PVT lessons.” The majority of teachers have seen first-hand how eager students are to interact in PVT classes with 88% (15/17) of teachers agreeing or strongly agreeing their students enjoy the virtual English instruction and 71% (12/17) of teachers agreeing the OMO model of instruction provided by Pearson supports student engagement.
“In the traditional way of teaching English, some Chinese English teachers would speak Chinese to students to speak English. In PVT lessons, there are foreign teachers, so students are forced to use English to think, communicate, and understand meanings. It gives students an environment, English learning environment, to learn English. It is better for the foreign teacher to teach English because it is not only the knowledge, but also the culture. That is something a local teacher cannot teach.” The vast majority (77%; 13/17) of surveyed teachers agree or strongly agree that students benefit from increased access to English instruction from a native English speaker versus traditional English instruction. Teachers at China Hong Kong English School have also been pleased with the general presence and encouragement of the native English-speaking teachers with 71% (12/17) of the local teachers rating them as good. Heidi was especially pleased with the native English speaking teachers’ methods , saying: “The foreign teachers use toys to help students understand the differences between words. I think it is better for the students to learn this way to understand the meaning of words.”
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