Exploring Planning Decisions and Interactive Decisions in EFL Teaching Practice——A Multi-case Study of 2 Chinese EFL Teachers and 2 Native English Teachers

Abstract

An empirical examination of two categories of teachers’ planning decisions and interactive decisions was implemented to gain an overall understanding of the teachers’ concerns with lesson plan, lesson framework and processing teaching tasks. And the investigation was intended to understand how these data affected their pedagogical decisions and the underlying factors affecting their planning and instructions. It can be identified that these interactive decisions all four teachers made were almost consistent with their planning decisions, though discrepancy between them may exist, and that a sound planning would positively boost teachers’ soft power of decision making in their teaching practice.