https://dx.doi.org/10.24093/awej/vol14no2.24

Despite a plethora of studies on practice Content and Language Integrated Learning in most European countries, few have examined teacher training China. This study aimed to examine the effectiveness platform for elementary English education It sought answer following main research questions: What are contents differences China? in-service teachers’ perceptions after training? And factors which affect effect? The qualitative evidence showed that content China has been flexibly designed Chinese context, but it also reflected lack consideration individual needs design platform’s practical sessions long-term follow-up support. statistical teaching experience significantly determines efficacy, educational background little bearing perceptions. Furthermore, all teachers from different backgrounds had positive perception their competence. However, Participants believed theoretical knowledge abilities not equal, suggests instructors this field urgently need help. Further examining cultivation pre-service would be worthy investigation.