大学英语教师金课教学胜任力要素调查问卷

尊敬的大学英语教师：
        您好！感谢您抽出时间填写这份调查问卷。本次调查旨在了解您对金课背景下大学英语教师所需教学能力的看法，以期能更好帮助大学英语教师提升教学能力水平，助力教师职业发展。
        本问卷仅用于研究目的，您的回答将严格保密。完成问卷大概需要5-10分钟。如果您在填写问卷过程中有任何问题或意见， 请联系107962397@qq.com或yanjimiao@graduate.utm.my, 感谢您的参与和支持！
祝您工作顺利！

教育学院课程与教学论研究团队
马来西亚理工大学



PART A: DEMOGRAPHIC INFORMATION
Directions: Please select the appropriate answer for each question.
Gender
Highest Level of Education Completed
Professional Title
Age
Years of Teaching (number)
University Location
PART B: KNOWLEDGE CONSTRUCT
说明：第二部分问卷旨在了解金课背景下您对于大学英语教师所需特定知识的看法，而非评估您大学英语教学的知识水平。请您仔细阅读每个题项，然后点击您认为该陈述中所提及知识的重要程度。
1 - 完全不必要
2 - 不必要
3 - 有一定必要性
4 - 必要
5 - 非常必要
Mastering English language knowledge, i.e., phonology, vocabulary, grammar, and discourse.
Mastering in-depth content of the English coursebooks
Familiar with interdisciplinary knowledge related to English subjects:
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linguistics
Chinese culture and stories
cultural studies
philosophy
communication studies
history
educational psychology
educational measurement
politics
translation theories
educational statistics
education theories
second language acquisition
background knowledge related to learners' majors
Knowledge of the current domestic news and events from English media
Knowledge of the current global news and events from English media
Knowledge of Golden Curriculum requirement
Knowledge of national education policy of advocating for moral education
Knowledge of the features, goals, values of the affiliated institution/university
Knowledge of Guidelines for English teaching at university level
Knowledge of the meaning of ideological-political education
Knowledge of the Guidelines for professional conduct of higher education teachers
Knowledge of learner interests
Knowledge of learners' learning strategies
Knowledge of learner English language proficiency levels
Knowledge of learner graduation requirement
Understanding contemporary language-teaching methods
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Content and Language Integrated Learning
Outcome-Based Education
Product-Oriented Approach
Task-Based Teaching
Inquiry-Based Teaching
Problem-Based Teaching
Project-Based Learning
Familiar with curriculum and instruction theories
Familiar with learning theories
Knowing methods of teaching language systems
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teach vocabulary, i.e., use of concordances
teach grammar, i.e., creating a context
teach phonology, i.e., stress and weak forms
teach discourse, i.e., coherence, genre
Knowing methods of teaching language skills
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teach listening, i.e., pre-/while-/post-listening
teach speaking, i.e., genres and text types
teach reading, i.e., speechwriting strategies
teach writing, i.e., genres and text types
teach translating, i.e., corpus-based teaching
Mastering questioning techniques based on learner characteristics
Knowledge of digital teaching environment:
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Webinars, i.e., Tencent Meeting 
Smart classrooms
Online learning platform, i.e., Xuexitong and iSmart
Knowledge of understanding learners using ICT (Information and Communication Technology)
Knowledge of ICT in managing teaching and learning activities, i.e., online discussion
Knowledge of assessing learning outcomes using ICT
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providing feedback to learners based on online learning data
providing feedback to adjust teaching based on online learning data
plagiarism detection
assigning quizzes online
automated grading systems, i.e., pigai.org.
Knowledge of ICT in teaching and learning process, i.e., microlecture/weike production
Knowledge of improving learner English language proficiency using ICT
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for writing, i.e., paraphrasing software
for speaking, i.e., apps and software for oral English practice
for reading, i.e., Mint Reading in WeChat mini program
for listening, i.e., app of Daily English Listening
for translating, i.e., AI-powered language model ChatGPT
Knowledge of using digital data appropriately
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corpus knowledge to facilitate learning
distinguishing authentic and biased learning data
sharing online learning materials and resources
Part C: SKILLS CONSTRUCT
说明：第三部分问卷旨在了解金课背景下您对于大学英语教师所需特定技能的看法，而非评估您大学英语教学的技能水平。请您仔细阅读每个题项，然后点击您认为该陈述中所提及技能的重要程度。
1 - 完全不必要
2 - 不必要
3 - 有一定必要性
4 - 必要
5 - 非常必要

A high level of English language proficiency
Using English as the medium of instruction
Recognising learner errors both in oral and written forms
Updating English language proficiency levels from declining overtime
Using supplementary language-learning materials that align with learning objectives
Making appropriate decisions about time, sequencing, and grouping arrangements of teaching and learning activities
Developing learning objectives using observable and measurable action verbs (i.e., Bloom’s Taxonomy)
Developing instruction that align with learning outcomes, content, instructional methods, and assessment
Analysing learner academic abilities
Developing summative assessment based on learning objectives
Developing formative assessment based on learning objectives
Setting up and managing learning activities in large classes, i.e., grouping learners
Integrating ideological-political education relevant to teaching content
Adapting teaching based on learner characteristics
Adapting differentiated instruction for individualised learning
Creating and maintaining a positive learning environment
Encouraging active learner participation in class
Adjusting teaching based on learner feedback/response
Adjusting and improving teaching methods based on Golden Curriculum features
Adapting formative assessment of learning to evaluate learning outcomes
Adapting summative assessment of learning to evaluate learning outcomes
Using formative assessment as evidence to facilitate learning
Using assessment to reflect for later teaching practice
Applying learning theories to select appropriate language-teaching methodologies in teaching practice
Using educational research method(s) to improve teaching and learning
Theorizing from practice to discover the nature of teaching and learning
Theorizing from practice to undertake instruction reform projects
Theorizing from practice to develop own teaching principles and philosophy
Theorizing from practice to develop and promote own language teaching models
Searching suitable information and data using ICT
Analysing digital teaching and learning data using ICT
Managing learning activities using ICT for blended teaching
Interacting and collaborating through digital/AI technologies
Developing, integrating, and elaborating digital content to produce teaching aids
Developing summative and formative assessment using ICT
Delivery with appropriate digital technologies
Understanding learners by approaching to them online and onsite
Always giving positive feedback
Demonstrating care and attention to learners
Being accessible and responsive to learners online
Being accessible and responsive to learners onsite
Building positive relationships with learners
Using self-disclosure appropriately to build trust and connections with learners
Recognizing and regulating one's own emotions
Empathy with learners
Participating in and collaborating efficiently in team teaching
Learning from fellow teachers
Communicating own needs and feelings effectively in team teaching
Leadership as team leaders
Maximizing team benefits as team leaders
Problem-solving ability regarding to teaching and learning
Motivating and positively influencing learners
Developing higher-order thinking skills of systematic thinking
Developing higher-order thinking skills of interdisciplinary thinking
Developing higher-order thinking skills of critical thinking
Part D: ATTITUDE CONSTRUCT
说明：第四部分问卷旨在了解金课背景下您对于大学英语教师所需态度的看法，而非评估您大学英语教学的态度。请您仔细阅读每个题项，然后点击您认为该陈述中所提及态度的重要程度。
1 - 完全不必要
2 - 不必要
3 - 有一定必要性
4 - 必要
5 - 非常必要
Having awareness of own characteristics, strengths, and limitations
Having a holistic mindset of teaching, learning, and researching
Awareness of teacher’s role in gatekeeping, i.e., content selection, ethical use of technology
Awareness of the importance of teaching reflection
Realizing not all factors under teachers' full control
Awareness of learners’ real needs
Believing in learners’ potential
Equal treatment and attention to every learner
Sensitive to the emotional connotations of words and their influence on worldviews in translation
Sensitive to the rich meanings of culture-specific words and idiomatic expressions
Having a sense of collaboration with technology
Having a sense of collaboration with people
Sense of integrating ideological-political content in learning materials and resources
Sense of integrating culture to language teaching and learning
Sense of integrating China element into teaching content
Sense of integrating ICT to achieve learning outcomes
Willing to invest personal resources of time and energy in order to achieve excellence in teaching
Having a passion for teaching and learning
Having a sense of vocation
Self-motivated
Being serious and responsible in an accountable manner
Being authentic—bring one’s humanity to class, devoted
Having pride and honour with teaching
Possessing culture literacy and humanistic temperament
Respected emotionally by learners
Respected emotionally by the institution/university
Being flexible to adapt to the needed curriculum changes
Being creative to adapt to the needed curriculum changes
Willing to adapt to new technology
Lifelong learning attitude
Possessing a sense of happiness
Possessing a sense of satisfaction
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