Research on Chinese Teachers and College Students' TOEFL/IELTS English-Speaking Practice in the Post-Pandemic Era

Abstract

In the post-pandemic era, the training of spoken English is transforming from traditional offline lectures to the blending of online and offline teaching. This study aims to guide Chinese students’ TOEFL/IELTS speaking performances by investigating the relevant factors around in-class teaching and apps using that influence students’ learning efficacy. The findings of this research indicate that teachers’ digital literacy and native English-speaking abilities are highly needed to support the blending of online and offline teaching modes in the post-pandemic era. Apps are expected to maintain and improve basic functions like memorizing vocabulary and use short and simple forms to save users’ time. Apps can also offer strategies to instruct users’ schedules, so students would avoid their loss of self in face of various functions and have a better immersive experience of practicing speaking English on apps. These results can be considered to improve teaching methods and app functions and support further research on improving Chinese students’ language scores in the post-pandemic era.