Xia Liu

Abstract

This study uses detailed case study data to explore factors that promote or hinder the implementation of curriculum innovation in English language teaching in Chinese higher education. It aims at investigating the various factors hidden in the implementation process. The study employs two focus group interviews, classroom observation and document analysis to collect multi-facet data. The findings reveal that the factors identified as affecting the implementation of curriculum innovation are teachers’ understandings, students’ English proficiency and organizational barriers(such as lack support for teachers’ innovative teaching). The study also highlights the need to provide solid teacher training and teacher development opportunities, particularly at the early stage of the innovation process to promote the implementation of curriculum innovation in Chinese higher education.