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Abstract

Objective: To identify key factors influencing EFL speaking proficiency and propose effective interventions. Methods: A mixed-method approach was employed, combining quantitative data from a survey of 736 students and qualitative insights from interviews with 20 students and 10 teachers, along with classroom observations. Data were analyzed using descriptive statistics and thematic analysis. Results: The findings reveal significant obstacles, including limited practice opportunities, high levels of anxiety, insufficient vocabulary and grammar knowledge, cultural influences, and suboptimal teacher-student interactions. These factors contribute to students' reliance on rote learning and translation methods, hampering conversational skills. Novelty: This study contributes to the literature by highlighting the impact of cultural and pedagogical factors specific to the Chinese educational context on EFL speaking proficiency. Recommendations include adopting flipped classrooms to reduce anxiety and enhance interactive learning, supporting a shift towards dynamic and student-centered EFL instruction. Future research should expand sample diversity and explore longitudinal impacts of these interventions on speaking proficiency. This study informs educators and policymakers on strategies to improve English-speaking outcomes for Chinese EFL learners.

Keywords

Chinese EFL students English speaking skills Mixed-method approach English speaking problems

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CHEA, P. (2024). Beyond “My English is Poor”: Unpacking the Speaking Challenges of Chinese EFL Learners in China. Journal of Higher Education and Academic Advancement, 1(11), 18–41. https://doi.org/10.61796/ejheaa.v1i11.1007
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