Informal Learning For Pre-service English Teachers in a Chinese Context: A Case Study

Abstract

Informal learning, recognized for its flexibility and autonomy, is increasingly important in the context of teacher education. However, research on its application and effectiveness in non-Western settings, particularly in China, remains limited. So this study aims to analyze English education major students' awareness, methods, values, support, and outcomes related to informal learning. A questionnaire survey was conducted among 604 students to gather quantitative data across five key dimensions. Results indicate that while students recognize the importance of informal learning, their understanding of its concept is limited, leading to inconsistent application. Besides, a strong reliance on online resources suggests a need for more diverse strategies. Students also seek better integration of informal learning with formal education and more effective teacher guidance. Although institutional support is present, its utilization varies, and there is significant support for formalizing informal learning outcomes to enhance academic credentials and employability. In conclusion, this study highlights the need for enhanced strategies to better integrate and support informal learning in Chinese teacher education, offering actionable recommendations for educators and policymakers.