Abstract
This study aims to provide an understanding of English as foreign language (EFL) university students’ perception and experience of participating in extracurricular English contests in China. In this study, the extrinsic factors and intrinsic beliefs that contribute to university students’ motivation to participate in extracurricular English contests during their study at university were examined. Forty-nine students who have participated in extracurricular English contests were investigated in questionnaire, eight of whom were invited for in-depth semi-structured interviews. Research findings show that instructors’ support is the highest external factor that motivated students to participate in extracurricular English contests. On the other hand, rewards (monetary or honorary) constituted a very important factor, and school’s support and parent’s/friends’ encouragement are other important factors that contribute to their willingness to participate. Additionally, the research also revealed the crucial importance of their strong intrinsic beliefs.
Highlights
With the deepening of higher education reform, colleges and universities in China pay more and more attention to the development of students’ core literacy. it is increasingly recognized that colleges and universities represent a viable venue in which to teach competencies and inherently have mandates aimed at promoting students’ holistic development and all-round success (Kinzie & Kuh, 2017) rather than solely emphasizing success on standardized tests (Scales et al, 2006)
The current study examined the motivating factors which promoted English as foreign language (EFL) university students to participate in extracurricular contests and the participants’ perception and experience of participating in extracurricular English contests, attempting to further probe into the extrinsic factors and intrinsic beliefs that contribute to their motivation to participate
Given the positive feedback from the EFL university students who participated in the extracurricular English contests, this study helped to reinforce the notion that, no matter the context, higher education should create opportunities through multifaceted levels for more if not all students rather than having a limited number of extracurricular contests available
Summary
With the deepening of higher education reform, colleges and universities in China pay more and more attention to the development of students’ core literacy. it is increasingly recognized that colleges and universities represent a viable venue in which to teach competencies and inherently have mandates aimed at promoting students’ holistic development and all-round success (Kinzie & Kuh, 2017) rather than solely emphasizing success on standardized tests (Scales et al, 2006). Chan, 2016; Han and Kwon, 2018) revealed that extracurricular activities may enhance students’ academic outcomes, academic confidence, and their sense of self-efficacy at schools, cultivate students’ problem-solving, analytical and critical skills, and foster students’ positive psychological characters and interpersonal competence. These studies that focused on identifying the effect of extracurricular activities on students’ academic outcomes and behavioral or psycho-
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