Chinese and Japanese students’ conceptions of the ‘ideal English lesson’

William Thomas LITTLEWOOD

Research output: Contribution to journalArticlespeer-review

11 Citations (Scopus)


In developing strategies for increasing learner involvement, a key factor is the extent to which these strategies are compatible with learners’ own expectations and preferences. In order to explore this factor, tertiary students in four Asian countries were asked (in an online survey designed on the basis of exploratory interviews) to give their conceptions of their ideal English lesson. Factor analysis revealed three main types of lesson that different groups of students preferred: the communication-oriented lesson, the form-oriented lesson and the control-oriented lesson. Students expressed preference for communication-oriented lessons in all countries except Japan and there were differences between countries in the degree and details of students’ preferences. Overall, however, students expressed positive attitudes to a varied range of teaching strategies, giving encouragement to teachers who wish to renew their pedagogy in order to suit new individual and social needs. Copyright © 2010 The Author(s).
Original languageEnglish
Pages (from-to)46-58
JournalRELC Journal
Issue number1
Publication statusPublished - Apr 2010


Littlewood, W. (2010). Chinese and Japanese students’ conceptions of the ‘ideal English lesson’. RELC Journal, 41(1), 46-58.


  • Second language learning
  • Language pedagogy
  • Students’ preferences
  • Teaching strategies


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