The Performance Assessment of Chinese Students in College and the Role of English Language

Abstract

This research paper addresses the importance of investigating local students’ perceptions on the effectiveness of English as a medium of communication in and out of the classroom. Interviews with semi-structured questions of intrinsic and extrinsic nature through five-Likert scale were conducted in 140 undergraduate students who have been pursuing a bachelor’s degree at Zhengzhou Normal University in China. Descriptive analysis and factor component analysis (FCA) used for obtaining the results. The intrinsic and extrinsic nature of findings demonstrate that English considerably impacts their academic progress and performance. Furthermore, the findings show that students are eager to accept, support, and encourage their friends to adapt English to generate new knowledge and information. The findings also imply that local English instructors should be paid well and have a strong social position as teaching faculty. The findings suggest that curriculum improvement, content adjustment, and frequent use of English in exploration approaches to instruction, with the ultimate objective of opening up new avenues of knowledge, may significantly improve English effectiveness in student performance and career development.