Technology-enhanced Tertiary English Curricular Reform

Within a broader study of the 5-year technology-enhanced English curricular reform program at Suzhou University, this paper examined two types of project-based courses as well as diffusion of the program through participant observation, interviews and text analysis. The project-based instruction improved learning processes and outcomes by increasing authentic interaction, allowing learners greater autonomy, and providing content more relevant to students' own interest. However, a broader diffusion of reform practice should be supported by more professional commitment, promoted institutional culture and transformed educational beliefs.