Learner-Centered Research On The Impact Of The World Trade Organisation On English Language Education In Chinese Universities

Abstract

The educational system is being profoundly altered by globalization's social and economic trends. China has overhauled its education system since it joined the WTO in 2001 to better prepare its learners for the difficulties of globalisation. China needs even more better English speakers in the post-WTO age because it opens doors to cutting-edge research and development and allows its citizens to connect with the rest of the world. In response to this shift, its Chinese government has made improvements to the English curriculum a top priority in schools throughout the country. When seen in this light, the recent shift in policy regarding the teaching of foreign languages is cause for alarm. at order to inform current reforms of English language teaching (ELT), this research investigates students' perspectives of ELT at Chinese institutions in light of the trend towards globalisation. This research is novel because it investigates English language teaching (ELT) in China from the viewpoint of students, who are the primary participants and stakeholders. Additionally, it does so in light of the fact that English ability is becoming increasingly important as globalisation progresses.

This study relied on contemporary perspectives of cultural imperialism and its impact on educational pedagogies, policy, and politics. This study claims that social and political forces that define Chinese reactions to globalisation greatly impact ELT curriculum acceptance through time. China's economic globalisation prompted the 2004 College English Academic Requirements in ELT. The Global English approach, which emphasises communicative ability and performance, should be Chinese universities' ELT priority to satisfy globalization's communication expectations.