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This paper concerns China’s secondary school EFL teachers’ knowledge of mediation and their classroom practices to explore why mediative classrooms are so rare and what can be done to make a classroom more mediative. To provide a general picture of EFL teachers’ knowledge and execution of mediation, a methodological triangulation (i.e., questionnaire, observation, and interviewing) is employed for the data collection. The research findings indicate that most EFL teachers in China have no knowledge of mediation and thus are unable to mediate students’ learning. The paper thus tries to reveal reflective implications and positive demonstrations for teacher practitioners by providing reference evidence for policy makers, curriculum developers, and educators

Knowledge of Mediation and Its Implementation among Secondary School EFL Teachers in China