Within the context of an ongoing reform of the curriculum for English as a foreign language (EFL) in China, we present the implicit association test (IAT) as a new way to measure Chinese EFL teachers’ implicit attitudes to a communicative language teaching (CLT) curriculum and to compare their attitudes to traditional language teaching (TLT) approaches. Our study is framed within the theory of teacher cognition – what teachers know, think, and believe as active decision makers (Borg, 2003) – and we propose the IAT as a new instrument for edu...
