Bridging Theory and Practice: Student Perceptions of a Student-Centered College English Course for Pre-service Teachers in a Chinese University Context
Abstract
This empirical study evaluates the initial implementation of a novel Teacher Education English(ETE) course at Yanbian University, designed in response to China's national teacher education accreditation standards. Utilizing a mixed-methods approach, the research investigates second-year pre-service teachers' (N=59) perceptions of the course, which was structured around an English for Specific Purposes (ESP) framework and student-centered pedagogy. Quantitative survey data and qualitative thematic analysis of open-ended responses reveal three key findings: (1) Students reported high levels of interest, confidence, and overall satisfaction, indicating successful affective engagement with the curriculum's professional focus. (2) Students perceived significant development in core teaching competencies, particularly through scaffolded, practice-based tasks like simulated teaching and collaborative lesson planning. (3) While conceptually endorsing the student-centered model, students highlighted the need for more structured guidance (scaffolded autonomy) and strategies to manage heterogeneous English proficiency within collaborative groups. The study concludes that an ETE model effectively aligns College English instruction with accreditation mandates, but its success hinges on sophisticated implementation that balances learner autonomy with expert facilitation and disciplinary contextualization. Recommendations are provided for curriculum refinement, faculty development, and future research.