Twenty-fifth International Conference on Learning

Abstract

In most traditional classrooms, Chinese students and EFL teachers have very few opportunities to communicate with others who are in wilder communities. The limited communication is only between students and students (Ss-Ss), students and English teachers (Ss to Ts). This means that the language communication from the beginning is very limited. The author proposes that a concept of the “Communicative Language Community of English Learners (CLCOEL)” could be brought into the EFL context (Lu, 2014). The CLCOEL model emphasises a wild community is essential to improve our students’ communicative skills and as a consequence, their cognitive skills could be enhanced in the process of perception. More importantly, in the reflective process, their learning autonomy proficiency and humanistic qualities could be improved as well. In this case, I proposed that the CLCOEL needs to be highlighted in the implications for practice as it is essential to create a harmonious atmosphere in English learning and teaching for both students and teachers.