Examining Sino-Foreign Joint School Students’ Speaking Performance in the EFL Learning Environment: A case study

Abstract

This study aimed to examine Sino-Foreign Joint School (SFJS) students’ speaking performance in the EFL learning environment and explore the relationship among anxiety, motivation, willingness to communicate (WTC) and English language performance of EFL students. The study adopted an explanatory sequential research design with a mixed method approach wherein data were collected via a survey and semi-structured interviews. The findings revealed that EFL students in SFJS were rather anxious when it came to speaking in English and but they possessed higher integrated motivation. The structural equation modelling analysis revealed SPCC (Self-Perceived Communication Competence) mediated WTC to their language achievement. Keywords: English as a foreign language (EFL); anxiety; motivation; willingness to speak eISSN: 2398-4287 © 2023. The Authors. Published for AMER & cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), and cE-Bs (Centre for Environment-Behaviour Studies), College of Built Environment, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v8i24.4653

Chinese EFL Students’ Learning Needs for Speaking Performance: A Case Study

“…Moreover, Musthafa (2001) pointed out that many teachers in Asia prefer teaching grammatical items and knowledge of syntax. Meanwhile, many researchers have pointed out that both the EFL instructors and learners focus too much on reading and writing skills with litter emphasis on speaking ability (Wang et al, 2023). As for EFL learners, they have to develop their ability to use English as a means of communication rather than a subject in which they are struggling.…”