A study of challenges of Chinese undergraduate students and Chinese English teachers in English language classrooms

Abstract

The objectives of the study were to investigate the challenges of Chinese undergraduate students and Chinese English teachers in English language classrooms. The research employed a mixed-methods approach to collect quantitative and qualitative data. Data were collected through questionnaires and semi-structured interviews. The participants consisted of 147 Chinese undergraduate students and 31 Chinese English teachers from a Chinese university in Yunnan province. Data analysis was performed using mean and standard deviation, and the qualitative analysis was conducted through the content analysis method. The results showed that textbooks were the most difficult challenges for students, while the information communication and technology (ICT) was the most difficult challenge for teachers in English language classrooms. The findings indicated that the development of textbooks should be adjusted to fit into the reality of students' needs. Furthermore, teachers should master not only pedagogical knowledge but also information communication and technology (ICT) skills. The semi-structured interview data provided detailed explanations to support the findings of the data from the questionnaires. The results revealed the significance of language challenges for enhancing foreign language learning and teaching toward non-native learners and teachers. It provided some possible pathways on policies and teaching methods to administrators and teachers