Chinese Senior High School Students Research Articles

Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms

<p style="text-align:justify">Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.</p>

Study on the Cultivation of Chinese Senior High School Students’ Intercultural Communication Competence in English Classes Based on English Curriculum Standard 2017

: Intercultural communication competence is crucial to the effective interactions with foreigners from other cultural background with foreign languages. With the increasing globalization and information, intercultural communication competence becomes more and more significant. Based on the world developing tendencies and deeper educational reform, there are increasing descriptions and requirements of cultivating students’ intercultural communication competence in the newly Senior High English Curriculum Standard 2017. However, there are many hindering obstacles from both subjective and objective perspectives. Besides, although some possible strategies have been put forward, a set of complete system about cultivating students’ intercultural communicative competence has not been established. How to cultivate students’ intercultural communicative competence effectively remains a serious problem. Therefore, this paper will make a brief analysis of previous studies about cultivating intercultural communicative competence by scholars at home and abroad, pointing out its prominent problems in Chinese senior high English classes, and introduce some possibly feasible approaches for reference. During the process, the educational ideas in English Curriculum Standard 2017 will be tightly correlated with.

THE APPLICATION OF CREATIVE METHOD IN TRADITIONAL MUSIC COURSE FOR 10TH GRADE STUDENTS IN CHINA

The purpose of this study was to explore the influence of creative methods on the traditional music performance of grade 10 Chinese senior high school students. At the same time, the satisfaction of grade 10 students with learning traditional Chinese music with creative methods was investigated. The study was conducted in a secondary school in China with 50 students over a period of six weeks. Quantitative data was collected through students' achievement tests (pretest and post-test) and students’ satisfaction questionnaires.
 The data was analyzed for students’ learning achievement through the t-test for dependent sampling, mean, and standard deviation, as well as for the students’ satisfaction with the mean and standard deviation. The findings revealed that the creative method was effective in improving the students’ learning achievement, with a post-test mean score of 30.88, which was higher than the mean score of the pretest (15.88). In addition, the students’ satisfaction showed that every part was at its highest level. It means the students felt positive and satisfied with the use of creative teaching methods to improve the performance of traditional music in Chinese secondary schools.

Effects of task-based language teaching on functional adequacy in L2 writing

Task-based language teaching (TBLT) has generally been reported to enhance second language (L2) writing on linguistic features such as complexity, accuracy, and fluency. The research on how it influences pragmatic dimensions, however, has been scarce. Drawing upon a pretest-posttest design, this study investigates the potential of TBLT in pragmatic development in Chinese high school students’ English writing. Eighty Chinese senior high school students from two parallel classes participated in this study over four weeks. One class as the experimental group received TBLT writing instruction while the other class as the control group maintained the traditional product approach of writing teaching. Pragmatic outcomes were assessed in terms of functional adequacy (i.e., content, task requirements, comprehensibility, and coherence/cohesion) with functional adequacy rating scales. Results showed the salient effects of TBLT in helping students become more functionally adequate in English writing. In particular, it promoted the content, task requirements, and comprehensibility of students’ writing. The coherence and cohesion performance in writing, however, did not demonstrate considerable improvement. Intriguingly, a significant correlation was identified between students’ English proficiency and the coherence/cohesion dimension in their written texts. The study highlights the effectiveness of TBLT in facilitating L2 writing performance from the perspective of pragmatic dimensions and emphasizes the importance of developing students’ pragmatic writing ability. These findings have significant implications for Chinese high school English writing instruction.

A Mixed-Methods Approach to Students’ Engagement in English Learning in the Chinese Context

Since language use is at the center of language learning, learners’ active engagement in learning activities is crucial for successful language learning. Answering the call for positive language education, the present study investigated the levels and influencing factors of engagement in English learning among 437 Chinese senior high school students. This study employed an explanatory sequential mixed-methods design, collecting data through questionnaires and semi-structured interviews. The results showed that students were generally well-engaged in English learning. Moreover, students were more inclined to engage in English learning behaviorally, emotionally, and cognitively. Students’ agentic engagement in English learning was relatively low and mainly reflected after English classes. The relatively low agentic engagement might be shaped by a series of personal and contextual factors, including the traditional Chinese concept of “honoring and respecting the teacher”, teachers’ teaching strategies, students’ learning strategies, English proficiency, learning climate, and teaching styles. Pedagogical implications for English teachers concerning enhancing students’ English learning engagement were provided.

Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners

To explore the relationship between resilience, engagement, and burnout among Chinese senior high school students learning English as a Foreign Language (EFL), this study delves into relatively lesser-examined aversive emotions in language education. It sheds light on how these learners experience and manage these emotions in the in the Chinese senior high school EFL education context. Grounded in Self-Determination Theory (SDT), this study acknowledges the spectrum of emotional experiences in language learning, ranging from positive states like engagement to negative states like burnout and disengagement. The rationale for combining these three variables—burnout, resilience, and engagement—lies in their interconnected nature in the emotional landscape of language learning. Through semi-structured interviews with 25 senior high school students and subsequent analysis using MAXQDA software, this study uncovers how learning environment factors, course content, teacher-student interactions, and individual motivations significantly influence these emotional states. This study not only advances our understanding of the emotional dynamics of senior high school EFL learners, but also offers practical insights for educators and policymakers, which may contribute to a comprehensive exploration of how resilience, engagement, and burnout shape the learning experiences of Chinese senior high school EFL learners.

A Corpus-based Study on Concessive Clauses Used in English Writing by Chinese Senior High School Students

This paper is designed to reveal the characteristics and figure out the errors in Chinese senior high students’ construction of concessive clause. The study uses data from Chinese Learner English Corpus (CLEC) and a collection of concessive clauses from 499 English compositions written by senior two students in a key public high school in Beijing. The result shows that the construction of concessive clauses exhibits certain characteristics: (1) employing a wide range of linking words, “although” being the most frequently used concessive conjunction, which differs from the use of linking words in St2 from CLEC; (2) having a tendency to place the subordinate clause before the matrix and to construct the concessive clause as “Subject + Linking Verb + Predicate”. Fifty-seven errors are identified in 132 concessive clauses, including: (1) errors of linking words; (2) the wrong matrix-subordinate clause relationship; (3) errors such as choosing the wrong linking words, inconsistent tense between the matrix and subordinate clauses, errors within the clauses, and incorrect use of punctuation. These errors are mainly influenced by the negative transfer from Chinese.

Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context

Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature of Chinese college entrance examination and Chinese culture's value on effort, Chinese senior high school students may experience distinct EFL emotions. Therefore, this study, based on the control-value theory (CVT), explored the potential mediating role of self-regulatory capacity (boredom, awareness, goal, and emotion controls) in the relationship between the three focal positive emotions (enjoyment, hope, and pride) and EFL performance among Chinese senior high school students. A paper-and-pencil questionnaire survey was administered to 330 Chinese third-year senior high school students (male: n = 159; female: n = 171). The data were analyzed using descriptive statistics, correlation analysis, and mediation analysis with SPSS 26 and PROCESS V3.3. The results indicated that the students reported low levels of enjoyment and pride, moderate levels of hope, low levels of awareness, goal, and emotion controls, and moderate levels of boredom control. The results also revealed significant and large associations among the three positive emotions, the four components of self-regulatory capacity, and EFL performance. Furthermore, the results suggested that self-regulatory capacity partially mediated the effect of positive emotions on EFL performance, supporting the CVT framework. The study concluded with implications for educators and suggestions for future research.

An experimental study on the influence of healthy physical education curriculum model on sports ability of Chinese senior high school students.

In recent years, the growing incidence of health issues among Chinese students, including obesity, diabetes, and other chronic diseases, has been attributed to a sedentary lifestyle, lack of physical activity, and unhealthy eating habits. Physical education (PE) classes play a crucial role in promoting physical activity and fostering healthy lifestyles among Chinese students. The purpose of this study was to investigate the influence of the healthy PE curriculum model on the sports ability of senior high school students in China. The trial adopted a quasi-experimental design with equivalent groups. The experimental group followed the healthy PE curriculum model in their PE classes, while the control group received traditional technical instruction. During the 12-week intervention, 149 senior high school students completed the sports ability test as both the pre-test and post-test measurements for this experimental study. The results indicated that the experimental group showed significant improvements in sports ability compared to the control group, highlighting the positive effects of the healthy PE curriculum model. The structural characteristics of the healthy PE curriculum model provided essential support for students' learning and proved to be an effective way to promote physical literacy among senior high school students in China.

The Relationship between Senior High School Students’ Foreign Language Learning Boredom and English Achievement

This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.

Uncovering English Learning Self-Efficacy: Evidence From the Chinese Senior High School Students

<p style="text-align: justify;">Understanding the level of English learning self-efficacy (ELS) and its influencing factors is significant for cultivating students’ self-confidence, enhancing their initiative, and stimulating their interest in English learning. Therefore, this study focused on levels of ELS levels and influencing factors among Chinese senior high school students. A mixed-method study was conducted using self-efficacy theory: a survey was administered to 325 high school students, and semi-structured interviews were carried out with nine students. Using the General Self-efficacy Scale (Schwarzer & Jerusalem, 1995), this paper explored the basic situation of senior high school students’ ELS. It aimed to answer the following questions: 1) What is the level of Chinese senior high school students’ ELS? and 2) What are the influencing factors related to Chinese senior high school students’ ELS? The data analysis led to the following conclusions: 1) Chinese senior high school students showed a medium ELS level; and 2) the differences between the ideal and real selves, learning experiences, academic emotions, and learning strategies influence students’ ELS.</p>

An Empirical Study on English Learning Motivation among Chinese Senior High School Students

<p style="text-align: justify;">Motivation research in foreign language learning is booming, and self-determination theory (SDT) has attracted wide attention. This study used mixed methods with 410 Chinese senior high school students as participants. The study aimed to answer the following three main questions: (1) What are the levels of Chinese senior high school students’ English learning motivation (ELM)? (2) Do the students’ ELM levels differ by gender? (3) What are the influencing factors of the students’ ELM? The following conclusions were drawn from the data analysis. First, the participants had a median level of ELM. Second, their ELM was more inclined towards self-determination. Third, girls’ levels of intrinsic regulation and identified regulation were significantly higher than those of boys. Fourth, anxiety and negative peer influence were two factors that contributed to a decline the students’ ELM. Cooperative learning and teacher support could improve students’ intrinsic learning motivation. The satisfaction of these three basic psychological needs promoted the internalization of external motivation. Based on the above findings, we offer the three following insights: it is crucial to maintain students’ autonomous ELM level; it is imperative to create a relaxed and positive classroom atmosphere; and teachers should try to meet students’ basic psychological needs.</p>

The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective

Abstract Language learning is a dynamic process involving fluctuating resources (e.g. resilience, motivation, and engagement) and stressors (e.g. burnout). With the guidance of Hobfoll’s Conservation of Resources Theory, the current study explored the mediating roles of resilience and motivation between burnout and engagement among 640 Chinese senior high school students. The results show that English learning burnout as a psychological stressor significantly and negatively predicted the psychological resources of engagement; resilience and motivation both mediated the relationship between burnout and engagement; and resilience and motivation jointly mediated the chain between burnout and engagement. Indeed, the mediating process could be deemed a process by which students’ psychological resources fluctuate. In this mediating process, students suffering from stress rely on their resource caravans and employ the resources they possess to avoid the psychological stressor’s consequences and replenish what has been lost.

Fostering critical thinking using Graphic Organizers in English language reading class

Fostering students’ critical thinking (CT) is an increasing concern in EFL classrooms in China as many students struggle to utilize the skill, particularly in EFL reading comprehension classes. This study investigated the effects of graphic organizers (GOs) on 60 Chinese senior high school students’ CT skills (analyzing and generalizing) in EFL reading classes. This study adopted a quasi-experimental mixed-method research design involving an experiment and an interview. The findings of this study showed the positive impacts of GOs on students’ CT skills. After the intervention, the results of the experimental group improved significantly. The findings showed that GOs could effectively improve the analytical and generalization skills of Chinese high school English reading class students. The students in the experimental group reported that the instructions received were motivating, increased their comprehension, made them more focused on reading and aware of CT skills and how to apply them in real reading contexts. This study implies that teachers may consider GOs an alternative teaching tool to improve CT skills in English Language reading classes, particularly in EFL contexts. Guidelines for teachers to use the different types of GOs to promote critical thinking should also be prepared to ensure the effective use of GOs in promoting reading comprehension and critical thinking skills.

Learning Styles and Motivation of Chinese Senior High School Students on Japanese Language: Towards Personalized Teaching Strategies

Learning Styles and Motivation of Chinese Senior High School Students on Japanese Language: Towards Personalized Teaching Strategies

An Empirical Study on the Application of Multi-modal Teaching Model on English Writing Teaching in China Senior High School

Recently, Multi-modal teaching has attracted much attention in the field of second-language writing. Previous studies paid great attention to the pedagogical effects of this teaching model on the writing competence of college students in China. Less investigation focused on the writing performance of Chinese senior high school students. This study aims to investigate the influence of Multi-modal teaching model on English writing competence in terms of writing score, language performance, and students’ writing attitudes. The research instruments consist of two English writing tests, questionnaires and an interview. The research results showed that Multi-modal teaching model can significantly improve learners’ writing competence. Meanwhile, the attitudinal survey indicated that Multi-modal teaching model has a positive influence on senior high school English learners’ writing competence and writing interest.

Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model.

Sluggish cognitive tempo (SCT) was initially studied in the context of attention deficit hyperactivity disorder (ADHD), but is now recognized as a distinct disorder. Despite the growing recognition of SCT, its impact on academic achievement among adolescents remains controversial, even when controlling for the level of ADHD. This may be due to the influence of other factors such as learning engagement and emotional distress. To address this gap, we conducted a longitudinal study with a sample of 782 Chinese senior high school students, measuring their SCT, learning engagement, and emotional distress at Grade 10 (Time1, T1) to predict their academic achievement evaluated based on final exams scores five months later (Time2, T2). Results showed that learning engagement mediated the negative relationship between SCT and later academic achievement. Additionally, individuals with high SCT showed less impact by emotional distress on learning engagement. These findings mayshed light on the complex interplay between SCT, emotional distress and learning engagement in shaping academic achievement, underscoring the potential adaptive function of SCT as a coping strategy for managing emotional challenges.

Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy

Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and instrumental support) on educational outcomes. The mediating role of academic buoyancy was also investigated. A total of 402 Chinese senior high school students who learn English as a foreign language were invited to complete the questionnaires to evaluate their academic buoyancy and three types of perceived EFL teacher support. The results of structural equation modelling indicate that none of these three dimensions of students’ perceived EFL teacher support could directly predict academic achievement. Students’ perceived EFL teacher support could only indirectly affect educational outcomes via the complete mediation of academic buoyancy. This study provides teachers with tips on fostering students’ personality traits and aiding their academic progress.

English adverbial relative clauses: A new angle in the English as a foreign language classroom

<span lang="EN-US">Intralingual comparison in language learning is an effective teaching </span><span lang="EN-US">method</span><span lang="EN-US">, which introduces </span><span lang="EN-US">a new </span><span lang="EN-US">learning from what students have mastered to what they are going to learn. The study is to investigate the effects of applying intralingual comparison on the teaching of English adverbial relative clauses to Chinese Senior high school students. Data was collected utilizing both quantitative and qualitative methods in a mixed method design. Data was gathered via experimental research (n=103) and semi-structured interview (n=12). The experimental group’s posttest scores improved statistically significantly after intervention. Research findings suggest that applying intralingual comparison i</span><span lang="EN-US">n</span><span lang="EN-US"> teaching could be considered as an effective teaching method in improving students</span><span lang="EN-US">’</span><span lang="EN-US"> performance </span><span lang="EN-US">on </span><span lang="EN-US">learning English adverbial relative clauses.</span><span lang="EN-US"> Besides, students would </span><span lang="EN-US">have more active and positive attitudes</span><span lang="EN-US"> toward</span><span lang="EN-US"> learning adverbial relative clauses</span><span lang="EN-US"> than the traditional teaching method.</span>

Comparing the Deductive Method and Inductive Method of Grammar Teaching for Chinese Senior High School students

Grammar is not only an essential component of learning a language, but it is also a challenging topic for foreign language learners. Inductive and deductive methods are two fundamental teaching strategies for grammar, both of which have advantages. The domestic research on this topic began relatively later than the numerous overseas studies on these two grammar teaching techniques, and the research findings are often insufficient. Therefore, it is necessary to explore grammar instruction strategies n the present context. By comparing experimental data from inductive and deductive research methodologies, this study examines the comparative impact of teaching English grammar. The study also sought to see which of the two approaches had a positive impact on the grammar academic performance of Chinese senior high school students. Based on previous experimental studies, a conclusion can be drawn that inductive and deductive teaching methods both have their own advantages and disadvantages. The variables in the language teaching or teaching context will determine the appropriate strategy for teaching grammar.