The course design has been paid attention to by both teachers and administrators. However, for a long time, some problems, such as the fragmented course design, and the repeated teaching contents, have existed in the college English curriculum for non- English majors from undergraduates, graduates and Ph. D students in the mainland China. Based on the ESP “learning-centred” approach, this study intends to construct an integrated curriculum system to help solve these problems through three main features of the integrated curriculum system: systematicness, hierarchy and openness. To investigate the feasibility of the course system, the combination of quantitative and qualitative research methods were used through questionnaire, text analysis and interview. The results show that, 1. This curriculum system can avoid the repetition of the course content. The fragmented curriculum design and the needs from the nation, society and students can be met through the systematicness, hierarchy and openness. 2. This system can facilitate teachers’ teaching reform and research interest because they have more choices to adapt the materials from students’ disciplines besides textbooks. This curriculum system is hoped to provide a possible way to meet the nation, society and students’ needs in the Chinese tertiary context.

The objective of this study with first- and second-year undergraduate Thai English as a Foreign Language (EFL) students (N = 813) was to explore the relationships among English writing performance, writing self-efficacy, and writing anxiety. The students wrote an opinion-essay by hand and completed writing self-efficacy and anxiety questionnaires. Their texts were evaluated by EFL instructors using an analytic rubric. Pearson correlations indicated that there was a positive correlation between writing performance and self-efficacy and a negative correlation between writing performance and anxiety. There was also a negative correlation between self-efficacy and anxiety. Implications are recommended for further pedagogic research that take learners’ variables into an account when examining writing performance.

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.

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.

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.

This qualitative study explored: (a) How do the three English-Education-major (EE hereafter) undergraduates perceive their academic self-efficacy change experiences over the first two years after major transfer? (b) What are the personal and social factors that prompt their academic self-efficacy change? Data was collected from three EE students at S University in S city, China. Data sources include semi-structured interviews, reflections, and observation notes. Data analysis uses qualitative content analysis, adopting an inductive approach to allow themes to naturally emerge from the data. Findings reveal that participants experienced academic self-efficacy changes through continuous and uneasy processes. Significant changes were noted in the participants’ academic self-efficacy. Key personal factors, including mastery experiences and physiological/emotional states, along with social factors, including verbal and social persuasion and vicarious experiences, were found to substantially influence self-efficacy. In light of the above findings, practical implications were proposed for EE programs and program developers from the three aspects: creating opportunities for mastery experiences within EE programs, incorporating elements of social persuasion and vicarious learning, and integrating modules focused on managing anxiety and fostering resilience. Limitations of this study and recommendations for future research were discussed.

The study aims at a deeper understanding of English classroom environment (CE) and foreign language enjoyment (FLE) in the context of a Chinese university and further explores the relationship among CE, FLE, and students’ performance in learning English as a foreign language. The 336 participants in this study were mostly from science departments, and about one-third of them came from Tibet and Xinjiang Autonomous Region. The findings indicate that the participants’ CE and FLE were at a moderate level and that significant positive correlations were detected among CE, FLE and English performance. The study has some practical implications for EFL (English as a foreign language) teaching and learning: (a) The establishment of a good healthy CE can effectively promote students’ performance; (b) The students’ FLE can help them learn English better; (c) Teachers and students should attach importance to the process of English learning, where teachers ought to actively play their part in building a healthy CE and enhancing students’ sense of FLE in English learning.

Speaking is one of the most challenging skills in studying English, raising concerns among many English teachers about how to help improve their students’ speaking performance. While many shy students prefer to work individually, others indicate their competence in group work. Therefore, this study investigates the effect of group discussion in authentic role-play on the speaking performance of English as a Foreign Language (EFL) young learners at a suburban primary school in the Mekong Delta, Vietnam. Participants in this study include 80 students: an experimental group (N=40) and a control group (N=40). During six weeks of the role-play session, experimental group students will work in groups, whereas the control group’s participants will prepare individually. Pre-tests and post-tests were employed to examine the students’ speaking performance, and interviews are conducted to compare students’ perceptions of the two role-play formats. The results from the speaking test show that the scores of the experimental group were higher than those of the control group. In the experimental group, five components are improved: pronunciation, content, vocabulary, grammar, and fluency. In contrast, only three components (pronunciation, content, and grammar) are enhanced in the control group. The findings from the interviews revealed that students of both group discussion and individual work engaged in role-play activities and substantially improved their language skills. However, they also faced some challenges in effectively using the two formats of role-play during speaking lessons.

Oral presentations are a great tool for English as a Foreign Language (EFL) students, especially at a university in southern Vietnam. This study results from comparing the benefits and drawbacks of oral presentations from the vantage point of fifty final-year English majors. Ten participants had structured interviews using a mixed-methods approach combining data collection with a 27-item questionnaire. Results reveal that oral presentations significantly increase vocabulary learning (M = 4.42), grammatical understanding (M = 4.22), and creativity (M = 4.46) in preparation. Over presentations, students note higher confidence (M = 4.06), coherence (M = 4.06), and public speaking abilities (M = 4.32). Comments following presentations help to build critical thinking (M = 4.14) and quick reaction skills (M = 4.24). Still, there are problems with low vocabulary (M = 3.74), speaking anxiety (M = 4.00), and fluency concerns (M = 3.82). Notwithstanding these obstacles, oral presentations clearly improve speaking abilities and encourage student autonomy. Hence, their advantages exceed their disadvantages. Future training seminars should focus on psychological and language barriers to maximize the possible application of the method.