Learning and instructional experiences of English as a foreign language in contemporary China : a perspective study conducted in the foreign languages department of a Chinese University

Abstract

This study investigated the learning and teaching experiences of English students and teachers in China. The participants were forty-two students of English in second, third and fourth year at the university level, and thirteen teachers teaching diverse English courses. Two open-ended questionnaire surveys followed by in-depth discussion questions were given to ascertain the participants' attitudes toward the English instruction they had experienced. The survey results showed that the students felt weak in speaking and writing skills, especially speaking. Their sense of incompetence in communication skills brought unpleasant experiences. Students preferred to have more participation in foreign language learning, and to use the target language as a medium for knowledge enrichment rather than an end. The study also showed that the English instruction prevailing in practice tended to make the students passive in learning and ignorant of learning strategies and learning autonomy. Teachers were frustrated with the evaluation devices, limited resources, and inaccessibility of up-to-date pedagogical research information and guidance. The study suggests that teachers' professional development and a pedagogy that meets natural ways of learning are two key issues in further improvement of English education in China.