Speaking Performance and Anxiety Levels of Chinese EFL Learners in  Face-to-Face and Synchronous Voice-based Chat

Chew, Shin Yi; Chen, Yanqiu

doi:10.17323/jle.2021.11878

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…In mainland China, English-medium platforms, such as YouTube and Facebook, are not accessible (Mei et al, 2018), though indigenous social media platforms have been adopted to improve EFL learning in China (Chang & Lu, 2018;Yu et al, 2022), particularly in terms of English speaking abilities via WeChat (e.g., Y. Chen & Chew, 2021;Yan et al, 2022;Zou, Guan, et al, 2023). In practical applications, educators should deliberately compare and select social media platforms to optimize English learning, particularly in English speaking.…”

Section: Social Media-based Learning For English Acquisition and Spea...mentioning

confidence: 99%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

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Aim/Purpose: This study aimed to identify primary school teachers’ perceptions of leveraging social media-based microlearning to improve students’ English-speaking abilities. Background: The value of social media as an effective educational tool for English language learning has been recognized by educators in higher education in China. However, there is a lack of investigation into primary school teachers’ perceptions of using social media to improve English in China, especially English speaking, which has long been a weak component for Chinese EFL learners. Microlearning, as an effective learning approach for training, has been effectively adopted in various fields. Therefore, exploring the Chinese primary school teachers’ perceptions of social media-based microlearning to improve students’ English-speaking abilities may contribute to innovative learning for EFL speaking. Methodology: This study served as a case study, particularly a single-case design, in investigating how in-service Chinese primary school teachers perceived the role of social media-based microlearning in improving students’ speaking skills. Data was gathered through an online qualitative survey and analyzed via Thematic Analysis using NVivo 14. Twenty participants were recruited through convenience sampling from a primary school in Chengdu, Sichuan, in southwest China. Contribution: This study contributed to the awareness of using social media-based technologies to improve Chinese college students’ English-speaking abilities by providing the teachers’ perspectives. Findings: The analysis yielded several subthemes for the six primary themes, namely Disparities, Affordances, Drawbacks, Challenges, Suitable Content Types, and Helpful Suggestions. Specifically, the affordances of social media-based microlearning included Flexibility in Learning Pace, Accessibility and Convenience, Diverse Learning Resources, and Authentic Language Exposure. Additionally, there are five suitable content types: Multimedia-based Stories and Content, Practical English, Popular Channels, and Learning Skills. The analysis of drawbacks and challenges indicated that the learner-centered design of social media-based microlearning still needs improvement. Lastly, focusing on the creation of a supportive learning community, several subthemes were listed for Helpful Suggestions. Recommendations for Practitioners: The findings revealed that social media-based microlearning is a promising approach to English-language learning in primary schools. Relevant guidelines, challenges, and suggestions found in this study should also be taken into consideration for effective application. Recommendation for Researchers: For researchers in the field of instructional technology, it is essential to realize that this study primarily focuses on teachers’ perspectives in terms of the use of social media-based microlearning for learning, which means that incorporating the viewpoints of students and experts may be necessary for an in-depth needs analysis. Impact on Society: Leveraging social media-based microlearning to enhance students’ English-speaking abilities presents advantages and disadvantages. Yet the potential for effective social media-based English learning, if well designed, becomes promising. Future Research: More empirical studies investigating social media-based microlearning modules on students’ English speaking should be conducted for future research, along with integrating new technologies or teaching paradigms, such as social media-based collaborative learning.

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Section: Social Media-based Learning For English Acquisition and Spea...mentioning

confidence: 99%

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Ning,

DeWitt,

Chin

et al. 2024

JITE:Research

View full text Add to dashboard Cite

show abstract

“…In Chinese higher vocational colleges, there are still certain issues with teaching and studying English that need to be considered and resolved (Chien et al, 2020). Chinese higher vocational college students still show speech fear when speaking, even with the stronger voice designed to increase speaking skills (Chew & Chen, 2021). The Ministry of Education of China's Higher Vocational Education College English Curriculum Standards (2021 Edition) outlines numerous requirements for English speaking in terms of fluency, correctness, and other factors (Wen, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…The Ministry of Education of China's Higher Vocational Education College English Curriculum Standards (2021 Edition) outlines numerous requirements for English speaking in terms of fluency, correctness, and other factors (Wen, 2022). For an extended period, speaking enhancement was meant to help Chinese higher vocational college students who still have speech fear (Chew & Chen, 2021). Due to speaking expression hurdles, slow learning rates, and speaking expression challenges, many Chinese students still speak English inaccurately, stumble through entire sentences, and even find it difficult to communicate fluently with other group members during cooperative group tasks (Amoah & Yeboah, 2021).…”

Section: Introductionmentioning

confidence: 99%

Impacts of Tree-maps and Bubble-maps Integrated Storytelling Task-based Learning Module on English Speaking Skills among Chinese Undergraduates

Li,

Mohsen Mofreh,

Salem

et al. 2024

IJARPED

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Poor English speaking skills have long plagued students at China's higher vocational colleges, as seen by their inability to explain what they say when speaking and their lack of accuracy and fluency. This study designed and developed a tree-maps and bubble-maps integrated storytelling task-based speaking learning module for Chinese higher vocational college students and made an intervention among students at two public higher vocational colleges in northwest China to see how this speaking learning module affects their English speaking skills. Twenty sophomore non-English major students were chosen as the experimental group, and another twenty counterparts were compared as the control group. This study used a mixed methodology, integrating quantitative and qualitative methods. The students' English speaking skills were tested before and after the intervention and scores collected from College English Test-Spoken English Test which held twice per year in Chinese colleges administrated by the Ministry of Education in China. Six students in the experimental group attended in the semi-structured interview and the qualitative data were semantically analyzed. The results demonstrate that the tree maps and bubble maps integrated storytelling task-based speaking learning module can help Chinese HVC students enhance their English speaking skills to a certain degree.

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Flipped classroom and critical thinking on public speaking class

Irianti,

Faridi,

Pratama

et al. 2024

Cogent Education

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Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-based Chat

Cited by 3 publications

References 25 publications

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Chinese Primary School Teachers’ Perceptions of Social Media-Based Microlearning for Improving Students’ English-Speaking Abilities

Impacts of Tree-maps and Bubble-maps Integrated Storytelling Task-based Learning Module on English Speaking Skills among Chinese Undergraduates

Flipped classroom and critical thinking on public speaking class

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