摘要
This survey study explored the knowledge, willingness, classroom practice of 171 elementary school English teachers, and their efficacy with respect to a concept-based curriculum and instruction. The descriptive and inferential analysis reached the following findings. Firstly, teachers did not have full knowledge of a concept-based curriculum and instruction. Secondly, a lack of administrative support and instructional leadership inhibited their willingness to adopt the concept-based curriculum and instruction. Thirdly, teachers had inadequate classroom practice and low efficacy in learners' output and assessment. Finally, teachers' attributes had an impact on their willingness and classroom practice, and the efficacy of a concept-based curriculum and instruction. Suggestions on fostering elementary school teachers' designs and implementations of concept-based curriculum and instruction were provided.