Cognition of Mediation among Secondary School EFL Teachers in China
Assoc. Prof. Dr. Cheng Xiongyong

Abstract
This paper raises concerns about secondary school English as a foreign language (EFL) teachers’ knowledge of mediation. A methodological triangulation (i.e., questionnaire and interviewing) was employed for the data collection in terms of teachers’ cognition of mediation. The findings indicate that most secondary school EFL teachers in China have no knowledge of mediation and are thus unable to mediate students’ learning in the language classroom. Hopefully, this research attempts to provide meaningful implications and practical demonstrations for teacher practitioners, policy makers, and curriculum developers.

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