English Majors Research Articles

Writing Strategies of Chinese Undergraduate English Major Students

English writing is very important for Chinese students since it is a crucial part of many tests, such as the College Entrance Examination for high school students in China, College English Tests (CET), and the Unified National Graduate Entrance Examination. Some students frequently employ writing strategies such as memorizing sample phrases, sentences, or essay templates to cope with exams. Some studies confirmed that there is a certain relationship between students’ use of writing strategies and their writing performance. There are some high-performing students who usually can not only express certain content in a coherent structure but can also organize the sentences well with little to no grammatical mistakes when writing in English. The participants of this case study are undergraduate students who are high-performing writers and English majors. They completed two writing tasks, followed the think-aloud protocol, and joined the semi-structured interview. Results determined the strategies of the participants, such as meta-cognitive, cognitive, rhetorical, and affective/social strategies. Findings have important implications for teaching and learning writing.

An Investigation into Third-Year Students' Perceptions of the First English Teaching Practice

Research into language teaching methodology involves a dynamic interplay between teacher-led activities and learner engagement to acquire knowledge, skills, and critical thinking abilities. Even so, more research has been done to explore students' unique challenges during their initial teaching practice sessions. This study addresses this gap by looking into the perceptions of junior English majors while taking their first teaching practice in language teaching methodology classes. The study aims to pinpoint these issues and provide workable fixes to improve instruction. Quantitative and qualitative methodologies, such as close-ended and open-ended questionnaires, were used to collect data from 150 junior English students. The results show that students face difficulties resulting from internal and external sources during class. The study provides valuable insight to support the teacher trainee and practical improvement for the development of the course Language Teaching Methodology.

Investigating English Majors’ Online Learning Anxiety and Its Influencing Factors

Anxiety in second language acquisition refers to the tension or unease that students experience while learning a foreign language. Despite extensive research on anxiety in second language acquisition, little has been done to explore online learning anxiety. This study aimed to examine Chinese English majors’ anxiety and its influencing factors in online learning from the control-value theory perspective. Through a utilization of questionnaires and semi-structured interviews, this study found: (1) Chinese English majors exhibited a moderate level of online learning anxiety, with gender and academic year level exerting no significant influence on anxiety levels; (2) Multiple influencing factors, involving the individual learners, their teachers and peers as well as the learning environment, contributed to Chinese English majors’ online learning anxiety. It is suggested that teachers prioritize increasing communication and interaction with students in online teaching to alleviate the anxiety, boost the learning effect and promote the physical and mental well-being of the students.

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Affective Filter Hypothesis and Second Language acquisition: A study on anxiety levels in the dictation part of TEM-4

The Affective Filter Hypothesis is a cornerstone of second language acquisition (SLA) theory. This hypothesis explores the influence of emotional factors on language learning, particularly the role of emotional states such as anxiety, motivation, and self-confidence in the process of language input. This work investigates the applicability of the Affective Filter Hypothesis in the context of the Dictation section of the Test for English Majors, Band 4 (TEM-4). To explore the impact of emotional factors, especially anxiety levels, on performance in the Dictation section of the TEM-4, a mixed-methods approach was employed in this paper. Participants underwent an anxiety level test and a simulated dictation test to establish baseline data. The results indicated that the overall performance trend of the low-anxiety group was higher than that of the high-anxiety group. This outcome suggests that learners with low anxiety level performed better in TEM-4 dictation than learners with high anxiety level.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.

Research on the Strategy of Integrating Excellent Traditional Chinese Culture into the Ideological and Political Education Curriculum of English Majors

With the proposed fundamental task of moral cultivation, ideological and political education in colleges and universities has ushered in a new opportunity for reform. To improve the effectiveness of ideological and political education under this background, colleges and universities have organically integrated professional teaching and ideological and political education, actively carried out curriculum ideological and political construction, and achieved certain results. The traditional Chinese culture contains rich national spirit and culture, and integrating it with curriculum ideological and political education can give full play to the advantages of implicit ideological and political education, help students establish cultural confidence, cultivate their patriotic feelings, and thus help them form a sense of national cultural pride, laying a solid foundation for their future development. In this regard, this paper briefly analyzes the strategy of integrating Chinese excellent traditional culture into the English major curriculum, hoping to provide some valuable reference for readers.

A self-regulation perspective on L2 grit development and its impact on language achievement

Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

FOSTERING VIETNAMESE EFL LEARNERS’ LEARNER AUTONOMY AND READING COMPREHENSION ABILITY THROUGH ONLINE PLATFORMS

The ability of learner autonomy is a prerequisite for many university students in Vietnam. However, it is a daunting task for EFL teachers and learners to achieve that learning outcome. The present study aims to delineate second-year English majors’ perceived learner autonomy and reading comprehension ability in an online reading course at Van Lang University, Vietnam, with two online platforms (synchronous via Microsoft Teams and asynchronous via Moodle). During the ten weeks of this course, different online reading and vocabulary practices were assigned to 65 students in two intact classes. The results were obtained from reading tests, questionnaires, and a follow-up interview. The findings revealed that they could perceive their learner autonomy more positively and statistically remarkably improve their reading comprehension ability after the course. The students’ insights into the course’s effectiveness confirmed several benefits in addition to a few barriers (i.e., technical issues, English proficiency levels, learning motivation, and online self-study skills). The results have specific implications for the practice of English reading instruction at the faculty. Viable online platforms and pedagogical techniques should be applied to foster the students’ learner autonomy and reading comprehension ability.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0796/a.php" alt="Hit counter" /></p>

Study on the Application of Learning Community in Translation Teaching for English Majors

Learning Communities(LCs) have been applied widely in teaching due to their potential impact on learning outcomes and motivation. Driven by the need for highly qualified and skilled future professional translators, translation teaching for English majors has always been the research focus in the research community. However, traditional translation teaching modes have time, assessment, and outcomes restrictions. In this context, this study drafted an appropriate design of LCs in translation teaching for English majors and explored its feasibility and effectiveness. It adopted tests, questionnaires, and interviews to examine the effects of LCs on students' translation proficiency, knowledge of translation, and perceptions of LCs. Employing group comparisons of tests and questionnaires as well as a summary of interviews, this study found that translation teaching in LCs enhanced learners' translation proficiency and knowledge of translation. Meanwhile, the learners’ satisfaction with the experimental teaching was quite high. Also, this study offers a range of recommendations for optimizing the application of LCs. These recommendations serve as valuable guidance for harnessing the full potential of LCs to achieve educational goals.

The Integration of Traditional Chinese Culture into the English Grammar Course in Regular Higher Education: A Practical Case Study

In the interconnected global society today, the significance of integrating traditional Chinese culture into English grammar education cannot be overstated, but it is often ignored in the practical teaching and theoretical research. Hence, this study aims to explore this integration in regular higher education to promote ideological and political education and their intercultural competence. Research questions include how traditional Chinese culture is practically integrated into the English grammar course in regular higher education and whether this integration is effectively achieved as well as what suggestions can be proposed for the future English grammar course and research. Considering this, a practical case study in the context of Xianda College of Economics and Humanities, Shanghai International Studies University in China is employed to address these questions. Twenty-nine first-year English majors, both females and males, voluntarily participate as research subjects. The specific research methods mainly involve a two-round questionnaire survey and a one-round interview. One of the conclusion is that traditional Chinese culture can be practically integrated into the English grammar course in regular education by the the strategy of “4-R”, namely “Revise Teaching Goals and Objectives, Refine Teaching Content, Revitalize Teaching Methods and Reform Teaching Evaluation”. This study focuses on adopting Chinese ancient poetry, Chinese opera, Chinese architecture, and Chinese festival customs as the main materials for traditional Chinese culture related to grammar points in this course. Moreover, based on the participants’ feedback from the second-round questionnaire survey and one-round interview, it is effectively carried out and attains the quality goals in the overall teaching syllabus to a large extent. Another conclusion is that some suggestions from students and the teacher are provided for the future English grammar course and relevant research.

Exploring Students’ Perceptions of Peer Interaction in Developing English Speaking Skills

This study investigates the perceptions of EFL students regarding the role of peer interaction in developing English-speaking skills. A total of 125 English majors from Nam Can Tho University participated in the study, providing insights through a questionnaire on how peer-based activities influence their language learning. The results indicate that peer interaction offers increased opportunities for language practice, reduces anxiety, and boosts confidence in using English. Students reported that structured tasks, such as role-plays and problem-solving activities, significantly enhance their engagement, language fluency, and accuracy. Additionally, tasks relevant to real-life situations were found to motivate students to participate more actively in peer-based learning. These findings align with previous research, emphasizing the positive impact of peer interaction on fluency, vocabulary use, and self-monitoring. The study concludes that integrating peer interaction into EFL curricula fosters a supportive and communicative learning environment, encouraging collaborative language use and contributing to the overall development of English-speaking proficiency.

Structural and Semantic Properties of Idiomatic Pairs in English and Vietnamese: A Contrastive Analysis

There are idiomatic pairs in both English and Vietnamese. While idiomatic pairs in Vietnamese have been extensively researched from different views, it seems that there have been few thorough studies of idiomatic pairs across English and Vietnamese. This paper looks into the structural and semantic properties of idiomatic pairs in English and Vietnamese using the framework of idiom analysability (Langlotz, 2006). This is a contrastive analysis that presents the similarities and differences between English and Vietnamese idiomatic pairs in terms of structural and semantic properties, including grammatical and componential patterns, semantic compositions, and transparent-opaque components. A manual search of Giang's (2018) idiom collection yielded a corpus of 231 English and 2374 Vietnamese idiomatic pairs, which served as the data for the study. The findings of this study indicate that the biggest difference between English and Vietnamese idiomatic pairs lies in their distribution in each language. There are much more idiomatic idioms in Vietnamese than in English. Grammatically, idiomatic pairs in both languages are formed by two syntactically equivalent component parts. In Vietnamese, the components that create idiomatic pairs are even, and in English, they are odd. Semantically, the majority of English and Vietnamese idiomatic pairs are able to be analysable, and their meanings are at least motivated in some way.

Exploration of the Application of Multimodal Teaching Mode in German as a Second Foreign Language Teaching for English Majors in Universities

Exploration of the Application of Multimodal Teaching Mode in German as a Second Foreign Language Teaching for English Majors in Universities

Investigating the Role of Post-Editing Training in Improving the Translation Performance of English Majors

Investigating the Role of Post-Editing Training in Improving the Translation Performance of English Majors

A Survey Study on TPACK Framework for Normal Students of English Major in Ethnic Colleges and Universities: Empirical Analysis Based on Structural Equation Modeling

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

The Challenges and Countermeasures in Integrating Chinese Traditional Culture into English Listening and Speaking Course

Foreign language education involves not only language education but also cultural education. It is the new mission of today’s foreign language education to integrate Chinese traditional culture into foreign language teaching and cultivate foreign language talents who can tell Chinese stories well and spread Chinese voice. As a basic course for English majors, English Listening and Speaking faces many challenges when it is integrated into Chinese traditional culture, such as complex teaching content, limited teaching resources, insufficient teachers’ literacy, and students’ listening and speaking difficulties. In order to solve these problems, teachers and universities should work together to sort out the connotation of Chinese traditional culture, develop audio-visual teaching materials, organize teacher training, and innovate teaching methods, so as to effectively promote the connection between Chinese traditional culture and English Listening and Speaking curriculum system.

Practice and Reflection of English Major Courses under the Background of Teacher Certification Examination—A Case Study of English Teaching Methodology

In the context of the national examination for teacher certification, curriculum reform of English majors in particular have raised concerns. The course of English Teaching Methodology, as one of the core courses for English major, has a key role to play in its practice and reflection for improving the quality of teaching. This study examines the English Teaching Method course in detail, analyzing the particular strategies employed in the design of the course content, the teaching methods and practices used, and the processes of reflection and improvement associated with the course. It is hoped that this study will provide some practical experience for the reform and some ideas for reference in other English major courses.

Applying Geographical Indication Products in Business English Teaching

The knowledge of geographical indication products is an indispensable part for Chinese enterprises and products to go abroad. Thus, this paper analyses the feasibility of an innovative way to integrate geographical indication products with classroom teaching for Business English majors, which may increase students’ competitiveness as well as boost local economy, suiting especially application-oriented colleges. Meanwhile, relevant knowledge of geographical indication products can be spread domestically and internationally through students to strengthen China’s influence in the world.