Views on primary school English learning after the “Double Reduction Policy”: from the perspective of teachers, students, and parents -- a study of Sichuan Province, China

Abstract

Since July 2021, when China began to implement the "Double Reduction Policy", English learning in primary schools has undergone many changes, including homework design, classroom teaching and examination mode. Currently, some scholars are looking into the effects of the "Double Reduction Policy" by conducting some research in this area, mostly from the perspectives of teachers, students, and parents. This study investigated how teachers, students, and parents felt about the "Double Reduction Policy" and discussed how different areas, school attributes, academic backgrounds, and family backgrounds affected how the policy was implemented. The researcher adopted a mixed method, combining the advantages of qualitative and quantitative analysis, and conducted a three-month study in Sichuan Province, China. The study found that one year after implementing the "Double Reduction Policy", teachers, students and parents have gradually adapted to the changes brought about by the "Double Reduction Policy". The pressure on students' English learning and the burden of family education has decreased, but the burden of teachers' work has increased. For a series of changes brought about by the policy, most people hold a positive attitude, followed by a neutral attitude, and only a few people hold a negative attitude. The practice in urban areas is better than that in rural areas, and private schools are better than public schools. The difference in academic background has no apparent influence on the teacher group. Parents with high educational backgrounds and socio-economic statuses are more adaptable than those with low educational and socio-economic statuses. In the end, this dissertation put forward eight practical suggestions for future policy improvement.