Chapter 1 Introduction 1
1.1 Introduction 1
1.2 Teaching English for Business Purposes（EBP） 2
1.3 EBP and ICT 5
1.4 Research Design 9
1.5 Significance of the Study 11
1.6 Structure of the Book 12
Chapter 2 Literature Review 14
2.1 Introduction 14
2.2 Theories About Teacher Change 14
2.3 ICT Pedagogy and Related Models 26
2.4 Factors That Influence ICT Pedagogy 43
2.5 Conclusion 47
Chapter 3 Pedagogy in China 49
3.1 Introduction 49
3.2 Historical Influence of Confucianism 49
3.3 Influence of Former Soviet Union 55
3.4 Influence of Western Cultures 57
3.5 Language Teaching Pedagogy in Chinese Higher Education 59
3.6 Conclusion 62
Chapter 4 Methodology：Multi-case Study 64
4.1 Introduction 64
4.2 Research Objectives and Aims 64
4.3 Research Approach：Multi-case Study 65
4.4 Methods Design 67
4.5 Research Site Selection 76
4.6 Data Collecting Process 77
4.7 Data Analysing Process 81
Chapter 5 Case Analysis 91
5.1 Introduction 91
5.2 Juan——ICT as New Affordances 92
5.3 Pin——ICT for Convenient Adoption 118
5.4 Qyin——ICT for Occasional Applications 140
5.5 Liao——ICT Resister 162
5.6 Conclusion 182
Chapter 6 Cross Case Analysis 183
6.1 Introduction 183
6.2 Teachers'Attitudes and Beliefs Towards ICT in Teaching 183
6.3 Links Between Attitudes,Beliefs Towards ICT and Related Pedagogy 201
6.4 Other Factors Related to ICT Pedagogies 206
6.5 Role of Teachers'Professional Development in ICT 243
6.6 Learning from the Cases：A Model of ICT Pedagogy for EBP Teaching 248
6.7 Conclusion 256
Chapter 7 Conclusion 259
7.1 Introduction 259
7.2 ICT Pedagogy and the Influential Facts——the ICT Pedagogy Model 260
7.3 Driving Forces for the Implementation of ICT Pedagogy——Conflicts in the System 262
7.4 Other than Beliefs and Attitudes——Multidimensional Change 264
7.5 ICT pedagogy for EBP in China——Contribution to Educational Literature 266
7.6 Approaches to Study——Methodology Design and Its Contribution 267
7.7 Limitation of the Study 268
7.8 Future Research Opportunities 269
7.9 Final Comment 275
Appendices 276
Appendix 1：Instruments for Interview 276
Appendix 2：Instruments for Classroom Observation 279
Appendix 3：Teacher Focus Group Schedule 281
Appendix 4：Student Focus Group Schedule 283
Appendix 5：Open Coding Node Tree 285
References 291