Unveiling beliefs and practices in Chinese vocabulary teaching: a sequential exploratory mixed-methods study

Abstract Vocabulary is an essential aspect of first-language (L1) teaching and learning. However, little research has previously investigated teachers’ beliefs about and practices of vocabulary teaching in the L1 Chinese context. Accordingly, this study does so using a sequential exploratory mixed-methods approach. The first of its two phases involved qualitative data collection through interviews, observations, stimulated-recall interviews, and assessment of documents. Based on these data, questionnaires were developed for Phase 2: a quantitative study involving 337 teachers aimed at systematically capturing the above-mentioned beliefs and practices. The findings indicate that the sampled teachers primarily focused on meaning-oriented vocabulary teaching, and were more likely to use interactionist than behaviorist teaching methods. Their use of educational technology was extensive, but peripheral, and they placed little emphasis on self-regulated learning. These findings can usefully inform curriculum alignment, and form the basis of our recommendations for effective instructional strategies, including interactive teaching and technology integration. We also propose a framework that facilitates comprehensive analysis of vocabulary teachers’ beliefs and practices while addressing gaps in the L1 Chinese-teaching literature, notably by emphasizing context-specific approaches.