Email this article 
A Structural Equation Modeling Approach to Developing an Academic Administration Model for Enhancing English Literacy in Higher Vocational Colleges in China
Abstract
This study aimed to develop a comprehensive academic administration model to enhance English literacy among higher vocational college students. A mixed-methods approach was employed, combining quantitative data from a questionnaire and qualitative insights from a focus group discussion. The questionnaire (N=381) demonstrated high reliability, with Cronbach’s alpha coefficients exceeding 0.8 for each dimension. Descriptive statistics, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Correlation Analysis, and Structural Equation Modeling (SEM) were used to identify the factors influencing academic administration and to explore causal relationships. Mediation analysis was conducted using the bootstrap method to assess indirect effects. The results revealed significant relationships between various academic administration dimensions—including curriculum design, teaching strategies, evaluation, teacher professional development, technology integration, and student support services—and students’ English literacy and overall satisfaction. Mediation effects further highlighted the complex interactions among these factors. Qualitative data from the focus group were analyzed through thematic coding, which contributed to the refinement of the academic administration model. The revised model offers a practical framework for improving English literacy in higher vocational colleges.
Keywords
Full Text:
PDFReferences
Aemorn, A., & Chakkaphan, C. (2021). A study on academic administration in small schools in Mueang Maha SarakHam District under Primary Educational Service Area Office 1. In Proceedings of the 7th Regional Conference on Graduate Research, Vol.1, pp. 164-176.
Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7(9), 106-107.
Anusara, S., Sowwanee, S., & Panya, T. (2023). An academic administration model for the basic school under a jurisdiction of the Bangkok Secondary Educational Service Area Office 2. Interdisciplinary Academic and Research Journal, 3(4), 1009–1032.
Baldridge, D. C., & Veiga, J. F. (2001). Toward a greater understanding of the willingness to request an accommodation: can requesters’ beliefs disable the Americans with disabilities act? The Academy of Management Review, 26(1), 85. https://doi.org/10.2307/259396
Baldwin, J. F. (2009). Current challenges in higher education administration and management. Perspectives: Policy and Practice in Higher Education, 13(4), 93–97. https://doi.org/10.1080/13603100903292524
Barrot, J. S. (2018). English Curriculum Reform in the Philippines: Issues and Challenges from a 21st Century Learning Perspective. Journal of Language, Identity & Education, 18(3), 145–160. https://doi.org/10.1080/15348458.2018.1528547
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education. Principles, Policy & Practice, 5(1), 7-74.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage.
Campbell, R. F., Corgally, J. E., & Nystrand, R. O. (1993). Introduction to educational administration (6th ed.). Allyn & Bacon.
Carl, A. E. (2009). Teacher empowerment through curriculum development: theory into practice. Juta and Company Ltd.
Coburn, C. E., & Stein, M. K. (2010). Key lessons about the relationship between research and practice. In C. E. Coburn, M. K. Stein, J. Baxter, L. D'Amico, & A. Datnow (Eds.), Research and Practice in Education: Building alliances, bridging the divide (pp. 201-226). Rowman & Littlefield.
Connolly, M., James, C. and Fertig, M. (2017). The difference between educational management and educational leadership and the importance of educational responsibility. Educational Management, Administration and Leadership, 47 (4), 504-519.
Da Wan, C., & Morshidi, S. (2018). International academics in Malaysian public universities: recruitment, integration, and retention. Asia Pacific Education Review, 19(2), 241–252. https://doi.org/10.1007/s12564-018-9534-9
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Guo, L. (2024). Construction of English teaching innovation model in higher vocational colleges from the perspective of new liberal arts. Modern Vocational Education, 4, 157-160.
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate data analysis (6th ed.). Pearson.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation (Effective Classroom Practices Report). National Center on Accessing the General Curriculum. Retrieved December 1, 2024, from https://www.theudlproject.com/uploads/8/8/1/9/8819970/di_and_udl.pdf
Handoyo, P. W. (2016). Language Policy in Practice: Reframing the English Language Curriculum in the Indonesian Secondary Education Sector. Language Policy, 11, 127–151. https://doi.org/10.1007/978-3-319-22464-0_6
Harmer, J. (2007). The Practice of English Language Teaching. Longman.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Kaenchan, K., Rakwichitkul, N., & Ratchasopha, C. (2017). The development of the academic administration model of basic primary educational institutions under the Office of Sakon Nakhon Educational Service Area Office 3. Journal of Education, Mahasarakham University, 11(3), 231–243.
Ke, Y. (2019). Exploring the improvement path of efficiency and quality of educational management in higher vocational colleges. Journal of Heilongjiang Institute of Teacher Development, 38(05), 58-60.
Koko, M. N. (2011). Effective teaching and classroom management. Unpublished Seminar Paper delivered at the NDDC Workshop. Retrieved December 1, 2024, from https://www.researchgate.net/publication/273127342_EFFECTIVE_TEACHING_AND_CLASSROOM_MANAGEMENT
Kukulska-Hulme, A., Lee, H., & Norris, L. (2017). Mobile Learning Revolution. The Handbook of Technology and Second Language Teaching and Learning, 217–233. https://doi.org/10.1002/9781118914069.ch15
Li, S. C., Poon, A. Y. K., Lai, T. K. H., & Tam, S. T. C. (2018). Does middle leadership matter? Evidence from a study of system-wide reform on English language curriculum. International Journal of Leadership in Education, 1–18. https://doi.org/10.1080/13603124.2018.1529823
Liu, F. (2021). A probe on the construction path of gold course of basic English in higher vocational colleges under the background of “three education” reform. Journal of Ezhou University, 28(01), 39-41.
Ma, Y, (2023). Higher vocational English teaching design based on the core competencies—a perspective from English curriculum standards for higher vocational education. Journal of Liaoning Provincial College of Communications, 25(02), 87-90.
MacDonald, A., & Strang, J. (2015). The integration of technology in language teaching: an overview. ELT Journal, 69(1), 1-8.
Ministry of Education of the People’s Republic of China. (2021). English curriculum standards for higher vocational education. Retrieved December 1, 2024, from https://www.gov.cn/zhengce/zhengceku/2021-04/10/content_5598801.htm
Moller, F., & Crick, T. (2018). A university-based model for supporting computer science curriculum reform. Journal of Computers in Education, 5(4), 415–434. https://doi.org/10.1007/s40692-018-0117-x
Nation, I.S.P., & Macalister, J. (2020). Teaching ESL/EFL reading and writing (2nd ed.). Routledge. https://doi.org/10.4324/9781003002765
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Orfan, S. N., Noori, A. Q., & Akramy, S. A. (2021). Afghan EFL instructors’ perceptions of English textbooks. Heliyon, 7(11), e08340. https://doi.org/10.1016/j.heliyon.2021.e08340
Pornthep, S. (2013). A development of academic administration model at Rajamangala University of Technology Suvarnabhumi. Journal of Education Studies, 7, 173-185.
Rashid, R. A., Abdul Rahman, S. B., & Yunus, K. (2016). Reforms in the policy of English language teaching in Malaysia. Policy Futures in Education, 15(1), 100–112. https://doi.org/10.1177/1478210316679069
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge University Press.
Schmitt, N., & Stults, D. M. (1986). Methodology review: analysis of multitrait-multimethod matrices. Applied Psychological Measurement, 10(1), 1-22. https://doi.org/10.1177/014662168601000101
Takehara, S., Wright, F., Kawaguchi, Y., Ishida, Y., Morio, I., & Tagami, J. (2016). Characteristics of undergraduate dental students in Japan: English competency and willingness to study abroad. International Dental Journal, 66(5), 311–317. https://doi.org/10.1111/idj.12244
Thungu, J, Wandera, K, Gachie, L & Alumande, G. (2008). Mastering PTE Education. Oxford University Press.
Timothy A. B. (2006). Confirmatory Factor Analysis for Applied Research. The Guilford Press.
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269. https://doi.org/10.1177/1521025115621917
Ulla, M. B., Bucol, J. L., & Na Ayuthaya, P. D. (2022). English language curriculum reform strategies: The impact of EMI on students’ language proficiency. Ampersand, 9,100101. https://doi.org/10.1016/j.amper.2022.100101
Vehachart, R. (2010). A model of development for academic administration decentralization of lab schools in the lower southern area. Procedia - Social and Behavioral Sciences, 9, 991–995. https://doi.org/10.1016/j.sbspro.2010.12.273
Wang, A. (2024). A research on the teaching diagnosis and improvement path of higher vocational English. Journal of Ezhou University, 31(02), 29-31.
Wang, H., Smyth, R., Cheng, Z. (2017). The economic returns to proficiency in English in China. China Economic Review, 43, 91-104.
Wijngaards-de Meij, L., & Merx, S. (2019). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219–231. https://doi.org/10.1080/1360144x.2018.1462187
Xu, X., Kolletar-Zhu, K., Liu, J., Zhang, Y., & Cai, N. (2022). Development and validation of a PLE scale from academic administrative perspective (PLES-AA) in tertiary education: A pilot study in China. PLOS ONE, 17(8), e0272214. https://doi.org/10.1371/journal.pone.0272214
Yamane, T. (1973) Statistics: An introductory analysis (3rd ed.). Harper and Row.
Yu, X., & Liu, C. (2018). Curriculum reform of college English teaching in China: from English for general purposes to English for specific purposes. ESP Today, 6(2), 140-160.
Zait, A., & Bertea, P. E. (2014). Financial Literacy–Conceptual Definition and Proposed Approach for a Measurement Instrument. The Journal of Accounting and Management, 3, 37-42.
Zhang, Y. (2021). A probe into the path of English teaching reform in higher vocational colleges under the background of three education reform. Journal of Taiyuan City Vocational and Technical College, 6, 45-47.
Zhao, X. (2024). Evaluation and analysis of public English teaching materials in higher vocational colleges from the perspective of subject core literacy: a case study of general English for students in the new era of professional English. Gansu Education Research, 3, 36-39.
Zou, H. & Xu, J. (2022). The policy logic and practical approach of the “three reforms of teaching, textbooks and teachers” of vocational education in the digital era. China Higher Education Research, 6, 103-108.
DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.573
Refbacks
- There are currently no refbacks.
License URL: https://creativecommons.org/licenses/by/4.0/
2013-2025 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Education and Literacy Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.