ARTICLE
Volume 10,Issue 8
10 February 2025
Junior High School English Teachers’ Stancetaking on Social Media in the Mainland of China
Yanying Yao
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1
The University of Hong Kong, Hong Kong 999077, China,
JCER 2025 , 9(1), 213–220;
https://doi.org/10.26689/jcer.v9i1.9544
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )
Abstract
The study employs discourse analysis as an analytical methodology, integrating stancetaking and positioning theories as theoretical frameworks, analyzing a post published by an in-service teacher and its related comments on RED, to explore the stancetaking of junior high school English teachers on social platforms in the mainland of China. This paper is expected to provide effective suggestions for enhancing the positive influence of front-line teachers on social media and facilitating the development of their teaching profession amidst the backdrop of educational informatization.
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