English Majors Research Articles

A Corpus-Based Analysis of Pauses in Chinese-English Consecutive Interpreting of Chinese English Majors

This study aims to investigate pause characteristics and probe into the main reason for unnatural pauses in Chinese-English consecutive interpreting. The data were from the Parallel Corpus of Chinese EFL Learners-Spoken (PACCEL-S), which includes phonetic materials in the interpretation part of TEM-8. Forty interpreters were divided into four groups according to their scores and gender. Their recordings and transcribed texts were annotated and analyzed to provide a comprehensive overview of pausing. The findings are: (1) Pauses often occur in C-E CI. Interpreters use more UPs and unnatural pauses. (2) There is no interaction between proficiency and gender in pause duration and frequency, as well as the two indicators of unnatural pauses. (3) UP duration is affected by proficiency, and females tend to produce more FPs and unnatural pauses. (4) FP and UP invariably occur together but do not show linear correlation. (5) Interpreters tend to pause before content words, and unnatural pauses are mainly induced by notional word retrieval difficulty. By discussing pauses and explaining the leading motivation for unnatural pauses from the perspective of lexical retrieval, this study informs readers of the nature and features of pauses and provides suggestions for stakeholders.

A Preliminary Analysis of Factors Influencing Paragraph Dictation

This study begins with a brief analysis of the impact of six barriers (vocabulary, grammatical knowledge, phonetic comprehension ability, cultural background knowledge, and short-term memory capacity) on the paragraph dictation, component of the Test for English Majors Band 4 (TEM4). The study proposes corresponding strategies to enhance dictation skills, aiming to assist teachers and students in adopting effective training methods, and to boost learning interest and confidence.

Integration of Teaching Resources for English Majors under Local Autonomy: Collaboration and Development

In the process of local social governance, educational resources are the basic conditions for social governance, so the integration of English education resources has become the main research aspect of local governments and educational institutions. The integration of key educational resources needs to be supported by local education policies, education systems and education laws, and the corresponding regulations and laws should be improved, and the English cognitive level of the public and the environmental governance of education need to be intervened by local governments, as well as the extensive participation of the public. Laws and regulations should be improved under the guidance of the government to provide support for the integration of English education resources, and the public should widely participate in the integration of educational resources of English majors under the publicity of educational resources, so as to form a good interactive relationship to provide support for local education governance. Therefore, the necessary conditions for the integration of local governments, legal institutions, education departments and the general public, military and local English education resources play a role in promoting the development level of English and the creation of a social environment.

The Impact of Dictation Exercises on English Majors’ Language Skills

The Impact of Dictation Exercises on English Majors’ Language Skills

Enhancing intercultural competence of Chinese English majors through AI-enabled Collaborative Online International Learning (COIL) in the digital era

Enhancing intercultural competence of Chinese English majors through AI-enabled Collaborative Online International Learning (COIL) in the digital era

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.

English as a Medium of China’s National Storytelling

Foreign language education may serve many goals, but national storytelling would not be an obvious one. Due to the position of English as an international language, it has become an increasingly important tool for intercultural communication and international public relations for countries whose official language is not English. In this study, we will look into the case of China, where English has been seen as the most important medium of China’s national storytelling. Chinese youths are encouraged to learn English well and to equip themselves with the competence to tell China’s stories well in English. As a key theoretical underpinning in this study, national stories are taken as national identities to live by. To better understand this relationship, we have invited 100 undergraduate English Majors in a provincial Chinese university to each tell a China story in English. By subjecting the 100 China stories told by 100 Chinese youths in English to a rigorous thematic analysis, we hope to determine in this study what Chinese national identity is constructed through this national storytelling exercise. More importantly, by examining the Chinese case of English as a medium of national storytelling, this study aims to shed light on the specific purpose of English as a global medium for communicating a country’s national narratives and national discourses.

Developing English language learners’ speaking skills through applying a situated learning approach in VR-enhanced learning experiences

A situated learning environment is crucial for language learners to develop speaking skills as learners can apply their speaking skills in context, helping them adapt language use to various situations and improve their language proficiency and communication effectiveness. Although various features of situated learning environments have been explored across different subject areas and in many platforms, there is limited research on their application to language learning within VR environments. This convergent mixed-method study adopts a situated learning framework and examines the impact of situated learning on learners’ English-speaking performance, specifically in areas of fluency, vocabulary, pronunciation, and grammar, and explores learners’ perception of the instruction based on the situated learning approach. Sixteen first-year English majors at a university in China participated in eight role-play speaking classes using the desktop-based VR application, Immerse. The study involved pre- and post-assessments of speaking performance and semi-structured interviews with six participants. Paired samples t-tests were used to assess the difference in the speaking performance and respective areas, and a thematic analysis was adopted to explore learners’ perceptions of the instruction based on the situated learning approach. Quantitative findings show a significant improvement in learners’ speaking performance (t(15) = 7.41, p < .001, Cohen’s d = 1.82), with notable progress in fluency, vocabulary, pronunciation, and grammar. Thematic analysis of the qualitative data indicated the authenticity of the context and activities, the collaborative nature of the tasks, the expert guidance, and the opportunities for reflection all contribute to a comprehensive learning experience that aligns well with the principles of situated learning.

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&amp;rsquo; 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&amp;rsquo; 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.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0796/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

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.