A national study investigating strategies to cope with challenges in learning English as a foreign language: A Chinese college student perspective
Barra lateral del artículo
Contenido principal del artículo
Resumen
This national study examined the coping strategies of 1,528 Chinese college students in response to challenges encountered in learning English as a foreign language (EFL). The study utilized a survey comprising a five-point Likert scale self-evaluation and three essay questions addressing students’ challenges, coping strategies, and self-assessment practices. The results revealed that students developed 24 specific strategies across eight key areas of EFL learning: listening, speaking, reading, writing, pronunciation, grammar, vocabulary, and culture. Notably, 48.4% of participants reported using specific strategies to improve their listening skills, while 39.1% focused on improving their speaking proficiency. The study extends prior research by providing national-level data on EFL coping strategies, offering insights into the frequency and diversity of strategies employed across various language skills. These findings have important implications for both Chinese college students and their English teachers, highlighting the need for targeted instructional strategies in different EFL areas. Future research should explore the long-term effects of these strategies and their application in different educational contexts.
##plugins.themes.bootstrap3.displayStats.downloads##
Detalles del artículo
Sección
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Referencias
Ai, G. (2021). A review of studies on cooperative learning strategy to improve ESL students’ speaking skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 63-68.
Akhtar, R., Hassan, H., Saidalvi, A., & Hussain, S. (2019). A systematic review of the challenges and solutions of ESL students’ academic writing. International Journal of Engineering and Advanced Technology, 8(5C), 1169-1171.
Alhaysony, M. (2017). Language learning strategies use by Saudi EFL students: The effect of duration of English language study and gender. Theory and Practice in Language Studies, 7(1), 18-28.
Awalin, A. S. (2022). The use of vocabulary learning strategy by undergraduate students. Linguistic, English Education and Art (LEEA) Journal, 5(2), 216-223.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: SAGE Publications
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.
Furwana, D. (2017). Language learning strategies of EFL college students. Ethical Lingua: Journal of Language Teaching and Literature, 4(1), 76-91.
Hashim, H. U., Yunus, M., & Hashim, H. (2018). Language learning strategies used by adult learners of teaching English as a second language (TESL). TESOL International Journal, 13(4), 39-48.
Holme, R., & Chalauisaeng, B. (2006). The learner as needs analyst: The use of participatory appraisal in the EAP reading classroom. English for Specific Purposes, 25(4), 403-419.
Huang, J., Li, J., Shu, T., & Zhang, Y. (2022). A mixed-methods national study investigating key challenges in learning English as a foreign language: A Chinese college student perspective. Frontiers in Psychology: Educational Psychology. DOI: 10.3389/fpsyg.2022.1035819.
Huang, J., Smith, A., & Smith, R. (2011). Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective. Comparative and International Education, 40(3), 61–80.
Ikeda, M., & Takeuchi, O. (2006). Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System, 34(3), 384-398.
Khosravi, M. (2012). A study of language learning strategies used by EFL learners in Iran: Exploring proficiency effect on English language learning strategies. Theory and Practice in Language Studies, 2(10), 2122-2132.
Liu, Y., & Huang, J. (2020). The quality assurance of a national English writing assessment: Policy implications for quality improvement. Studies in Educational Evaluation, 67, 100941.
Ma, R. (2012). Vocabulary proficiency instruction for Chinese EFL learners. Theory and Practice in Language Studies, 2(6), 1199-1205.
Mizumoto, A., & Takeuchi, O. (2009). Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research, 13(4), 425-449.
Mok, M. M. C., Lung, C. L., Cheng, D. P. W., Cheung, R. H. P., & Ng, M. L. (2006). Self-assessment in higher education: Experience in using a metacognitive approach in five case studies. Assessment & Evaluation in Higher Education, 31(4), 415-433.
Mokhtar, A. A., Rawian, R. M., Yahaya, M. F., Abdullah, A., & Mohamed, A. R. (2017). Vocabulary learning strategies of adult ESL learners. The English Teacher, 38, 133-145.
Nowrouzi, S., Sim, T. S., Zareian, G., & Nimehchisalem, V. (2014). Self-perceived listening comprehension strategies used by Iranian EFL students. International Journal of Applied Linguistics and English Literature, 3(6), 35-41.
Ping, A. M., Baranovich, D. L., Manueli, M. K., & Siraj, S. (2015). Promoting self-regulation in vocabulary learning among Chinese EFL learners: A needs analysis. The Asia-Pacific Education Researcher, 24(1), 137-146.
Rawlings, M., & Sue, E. (2013). Preparedness of Chinese students for American culture and communicating in English. Journal of International Students, 3(1), 29-40.
Saengpakdeejit, R. (2014). Awareness of vocabulary learning strategies among EFL students in KhonKaen University. Theory and Practice in Language Studies, 4(6), 1101-1108.
Shen, M. Y. (2013). Toward an understanding of technical university EFL learners’ academic reading difficulties, strategies, and needs. Electronic Journal of Foreign Language Teaching, 10(1), 70-79.
TESOL. (2017). EFL professional teaching standards. Available at http://www.tesol.org/advance-the-field/standards
Webb, R. K. (2015). Teaching English writing for a global context: An examination of NS, ESL and EFL learning strategies that work. PASAA: Journal of Language Teaching and Learning in Thailand, 49, 171-198.
Yang, J. C., & Chang, P. (2014). Captions and reduced forms instruction: The impact on EFL students’ listening comprehension. ReCALL, 26(1), 44-61.
Zhao, C., & Huang, J. (2020). The impact of the scoring system of a large-scale standardized EFL writing assessment on its score variability and reliability: Implications for assessment policy makers. Studies in Educational Evaluation, 67, 100911.