Need-Supportive Teaching in Chinese Vocational High School English Classrooms: Teachers’ Perceptions and Practices (Stage 1, 4:17 PM)

• In Event: e-Lightning Ed-Talk Session 19 - Stage 1

Abstract

Grounded in Self-Determination Theory, this qualitative study explores how vocational high school English teachers in China perceive and implement need-supportive teaching practices to support students’ autonomy, competence, and relatedness. Data were collected through semi-structured interviews with seven teachers, with each interview lasting between 45 and 60 minutes. Exploratory thematic analysis was conducted to analyze the interview transcripts. Findings revealed that while educators value need-supportive instruction, they face substantial barriers including students’ weak academic foundations, low motivation, irrelevant curricula, and institutional pressures to reduce dropout rates. The study underscores the need for structural and curricular reforms to better facilitate need-supportive teaching practices and student motivation in vocational education, contributing to global conversations on contextualizing motivational theory in diverse learning environments.

Authors

• Xiaorong Zhang, George Mason University

• Alexandra Patzak, George Mason University