Publication: Investigating The Factors Influencing Hidden Curriculum Of English Language Teaching Based On The Cipp (Context, Input, Process, Product) Model At Universities In China
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Date
2025-05
Authors
Zhao, Xin
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Abstract
The hidden curriculum in higher education is powerful yet often overlooked as it shapes students’ holistic development by transmitting implicit norms, values, and social expectations that complement formal academic instruction. Nevertheless, existing literature has largely concentrated on the effects of the hidden curriculum, leaving significant gaps in understanding what influences the effectiveness of hidden curriculum and how these factors impact its implementation particularly in chinese english language teaching context. This present study investigated and examined the factors influencing the hidden curriculum of english language teaching at universities in chinese higher education, utilizing the cipp (context, input, process, product) evaluation model. In addition, efl teachers’ demographic differences such as gender, efl teaching years, and english language proficiency were integrated as moderating effects. Employing an explanatory sequential mixed method, the study integrated quantitative data from questionnaire surveys with 306 efl teachers recruited by using simple random sampling, as well as follow-up qualitative data from focus group interviews involving 12 efl teachers with purposive sampling from selected chinese universities.
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Investigating Factors Influencing Hidden Curriculum English