Challenges for EFL Teachers in Designing Communication Activities: A Chinese Perspective

This study examined the challenges faced by 19 Chinese senior high school English as a Foreign Language (EFL) teachers in designing communication activities. By closely examining the design features of the teaching activities employed in their classrooms, it was revealed that the majority of the observed activities lacked authenticity, a crucial aspect emphasized in the extant literature on communication practices. This significant finding underscores the substantial hurdle faced by the participating teachers in creating authentic communication activities. The analysis of the semi-structured interviews suggests that the participants’ comprehension of the concept of “meaning” and its significance in language education might be contributory to the absence of authenticity in their communication activities. Furthermore, while the activities designed for moral education appeared genuinely authentic, they fell short in fostering collaboration among students, potentially leading to less negotiation of meaning. The analysis presented profound insights that can greatly enhance training in communicative language teaching.