A Study on the Competency Model Building (CMB) for the Curriculum-based Moral Education (ME) of Foreign Language Teachers: An Empirical Study Based on Multi-factor Analysis

Yue Ma, Qiaochu Fu

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¹ School of Foreign Languages, Huizhou University, Huizhou 516007, Guangdong Province, China,

² Faculty of Science and Technology, Beijing Normal University & Hongkong Baptist University United International College, Zhuhai 519000, Guangdong Province, China,

erd 2024 , 6(9), 37–43; https://doi.org/10.26689/erd.v6i9.8284

© 2024 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

Abstract

50 EFL teachers, 100 students, and 12 administrative leaders from 10 universities in Southern China are selected as subjects to explore the structural features of EFL teachers’ competence in curriculum-based moral education. Questionnaires, interviews, and classroom observations are conducted to gather their insights and feedback on how to integrate moral education into English language teaching (ELT). The data is analyzed using both qualitative and quantitative multi-factor analysis. A novel competency model is proposed with four layers: teaching design, situational construction, classroom interaction, and multiple assessment. Recommendations are provided to enhance foreign language teachers’ awareness of moral education and the quality of curriculum-based moral education.

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