Research on the Development of an English Teaching Model for Smart Classroom of Chinese Universities : Based on Ecological Systems Theory

다국어 초록 (Multilingual Abstract)

This study aims to develop and validate an English teaching model for Chinese universities in Smart Classroom based on Ecological Systems Theory (EST-based SC-ETM). To achieve this purpose, this study adopted the Design and Development Research Approach (Richey & Klein, 2007), which was divided into three main stages. First, the core components of the EST-based SC-ETM were identified through a literature review and the structure and specifications of the teaching model were developed. An online survey of 392 students from six universities and in-depth interviews with six university English teachers were conducted to understand their perceptions and needs regarding Smart Classroom English teaching. Based on these findings, a structure and the specifications of the SC-ETM were improved with specifications. Second, a panel of eight English teaching experts and two educational technology specialists was invited to attend the expert meeting and validate the draft model. They assessed its feasibility, appropriateness, clarity, and usefulness through questionnaires. The draft model was then revised according to their suggestions. Third, external validation was conducted through in-depth interviews with 10 university English teachers experienced in Smart Classroom instruction. Theirfeedbackfurther refined the model, resulting in the finalized EST-based SC-ETM. The major findings of the research are as follows. First, an EST-based SC-ETM structure was developed, comprising four interconnected systems: microsystem, mesosystem, exosystem, and macrosystem. Each layer included five key components: theoretical basis, teaching objectives, teaching environment, teaching procedures, and teaching evaluation. The theoretical basis contained humanism, constructivism, and the Production-oriented Approach (POA) theoretical systems. The teaching environment covered physical SC, virtual SC, learning community, workplace and intercultural communicative platforms. The teaching procedures consisted of four stages: preparation, pre-class, in-class, and post-class. The evaluation methods included diagnostic, formative, and summative assessments. Second, the internal validation of the EST-based SC-ETM confirmed the suitability of its theoretical framework through expert review. Third, the external validation demonstrated that the EST-based SC-ETM was well-suited to Chinese university English teaching in SC, proving its practicability in fostering personalized and collaborative learning environments that integrated physical and virtual SC. Through this process, the study refined and finalized the EST-based SC-ETM. The developed model holds significant value as its practical applicability has been strengthened through validation by university English faculty. Furthermore, it is expected to support the broader use of SC in university English education and promote further research in this field. Keywords: Smart Classroom, Ecological Systems Theory, University English Teaching, English Teaching Model

목차 (Table of Contents)

• I. Introduction1
• 1. Research Background and Necessity 1
• 2. Research Purpose 5
• 3. Research Questions 6
• II. Theoretical Background 7
• 1. Understanding of University English Teaching in China 7
• 1) Current Status of Chinese University English Teaching 7
• 2) Theories in Chinese University English Teaching10
• 2. Smart Classroom (SC)13
• 1) Concept of SC13
• 2) Types of SC17
• 3) Components of SC 19
• 4）Characteristics of SC 22
• 5) SC Ecosystem24
• 6) Summary of the Key Components of SC 27
• 3. Ecological Systems Theory (EST) 29
• 1) Concept of EST29
• 2) Development of EST30
• 3) Components of EST 32
• 4) EST Applied in Higher Education 36
• 5) Summary of Key Components of EST in Higher Education 39
• 4. Teaching Models for University English Education43
• 1) Teaching Model 43
• 2) English Teaching Model (ETM) in Universities53
• 3）ETMs in Universities Based on Technology64
• 4) Summary of the ETMs Based on Technology73
• 5. Theoretical Structure of EST-based SC-ETM for University 78
• 1) Structure of EST-based SC-ETM for University79
• 2) Specifications of the EST-based SC-ETM Structure82
• III. Research Methods94
• 1. Design and Development Research Method94
• 2. Participant 95
• 1) Students and Teachers for Needs Survey95
• 2) Experts for the Internal Validation 97
• 3) English Teachers for the External Validation 98
• 3. Research Procedures99
• 1) Phase 1: Literature Review99
• 2) Phase 2: Drafting the Structure of EST-based SC-ETM100
• 3) Phase 3: Needs Survey 100
• 4) Phase 4: Improving the Structure of the Draft Model 101
• 5) Phase 5: Validation of the Draft EST-based SC-ETM 101
• 4. Research Instruments 104
• 1) Questionnaire for Students’ Needs Survey104
• 2) In-depth Interview for Teachers’ Needs Survey 105
• 3) Questionnaire for Expert Internal Validation 106
• 4) In-depth Interview for Teachers’ External Validation107
• 5. Data Analysis 108
• 1) Data Analysis of Student Questionnaire 108
• 2) Data Analysis of Teacher Interview on Needs Survey 108
• 3) Data Analysis of Expert Internal Validation Questionnaire 109
• 4) Data Analysis of Teacher External Validation Interviews 109
• IV. Results 111
• 1. Development of EST- based SC-ETM 111
• 1) Structure of the EST-based SC-ETM from Literature Review 111
• 2) Analysis of Student Survey Questionnaire114
• 3) Analysis of English Teachers’ Interview117
• 4) Improvement of the EST-based SC-ETM Structure from Needs
• Survey 120
• 2. Validation of the Draft EST-based SC-ETM124
• 1) Internal Validation of the Draft EST-based SC-ETM 124
• 2) External Validation of the Draft EST-based SC-ETM 129
• 3. Final EST-based SC-ETM 138
• V. Conclusion159
• 1. Summary of the Research 159
• 2. Discussion and Conclusion 161
• 1) Development of EST-based SC-ETM161
• 2) Validation of EST-based SC-ETM 163
• 3. Limitations and Suggestions 165
• References168
• Appendix 1. University Student Needs Survey Questionnaire 195
• Appendix 2. English Teacher Interview Questions for Needs
• Survey 199
• Appendix 3. Experts’ Questionnaire for Internal Validation 201
• Appendix 4. English Teachers’ Interview Questions for External
• Validation 203
• 국문초록 205
• viii