The TOEFL® Teaching Framework in China: Effective Application in EAP Courses

Abstract

The TOEFL^® Teaching Framework: Guidelines for Teaching Lessons and Courses (Norris & Sasayama, 2022) is designed, “to provide general recommendations regarding the design of curriculum, materials, and pedagogic activities that are intended to help learners develop their academic English language proficiency” (p. 2). The Framework’s primary focus is on recommended pedagogical practices drawn from both empirical research and expert guidance. It is distinct from other language teaching frameworks in that it draws from principles of task-based language teaching (TBLT; Ellis, 2025; Long, 2015) in conceptualizing best practices for instructed second language acquisition in EAP contexts. There is a clear need for EAP professional development (Ding & Campion, 2016). One application of the Framework is that it can guide professional learning for EAP instructors. In this report, we present partial results from a study about the use of the Framework in a continuing professional development program with 25 EAP instructors working in Chinese higher education. Through the analysis of qualitative data collected during the course and in post-program interviews and questionnaires, we seek to understand how the Framework’s principles are understood and locally adapted by participants. This study contributes to a better understanding of continuing professional development for EAP instructors in China as well as the usefulness of language teaching frameworks as resources for instruction and professional learning.

Suggested citation: 

Montee, M., Sun, E., & Bushton, J. (in press). The TOEFL^® teaching framework in China: Effective application in EAP courses (Research Report). ETS.