The Investigation Of Instructional Monitoring Capability Of EFL Teachers In Western Rural Junior High Schools

The instructional monitoring capability of teachers is a part of teachers’ qualities. It will directly influencethe qualities of the teaching. However, much of the research focus on the monitoring capability of teachers inurban school, little attention is directed to the instructional monitoring capability of Western rural junior highschools, especially the EFL teachers’ instructional monitoring capability. Compared with that in the urban areas,teaching qualities in rural junior high schools is not satisfying. There are the limitations of the various factors,such as the geographical environment, economic development. As an important component of teachers’ qualities,the development of the instructional monitoring capability of EFL teachers is necessary. Only after the EFLteachers constantly enhance their own quality can they improve their teaching quality in the new educationalreform. Therefore, it is significant to explore the ways to promote the instructional monitoring capability ofEnglish Foreign Language teachers in Western rural junior high schools, not only for the improvement ofEnglish teaching, but also for the improvement of teachers quality.The author takes seven rural junior high schools in Honggu district of Lanzhou city as the research cases,and the all research subjects are EFL teachers in these rural junior high schools. They are40EFL teachers with27females and13males,4of whom are interviewed face to face and observed. The present study used a set ofinstruments, such as questionnaire, classroom observation and interview, to discuss what’s the present situationof the EFL teachers’ instructional monitoring ability of English Foreign Language teachers in western ruraljunior high schools, and what factors influence their instructional monitoring capability.The results show that the EFL teachers’ instructional monitoring capability in western rural junior highschools is middle-upper level. And the working experience and the academic degree have significant effects onEFL teacher’s instructional monitoring capability, but there is no significant difference in the impact of genderon the EFL teachers’ instructional monitoring capability in western rural junior high schools. According to theanalysis of the survey, the author will explain some views to improve the EFL teachers’ instructional monitoringcapability in western rural junior high schools. First, changing the educational concept of the EFL teachers;second, enhancing teachers’ self-efficacy; third, improving teaching strategies of the teachers; fourth, learning toself-reflection.