Predicting Effects of Personality Traits, Self-esteem, Language Class Risk-taking and Sociability on Chinese University EFL Learners' Performance in English

Although the interactive effects of different variables in language learning have increasingly become the focus of recent research, the interaction of such variables as personality traits, self-esteem, language class risk-taking and sociability has not been much investigated. Hence, the present study explored the predicting effects of these variables on Chinese EFL learners’ performance in English at the tertiary level. A 68-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) the majority were moderately extroverted, moderately inclined to anxiety and fears, and moderately prone to be influenced by social desirability but tended to be dependent and gentle; the participants were moderately satisfied with themselves and believed they were good and worthy; and the majority were moderately risk-taking and sociable in English class, (2) personality traits, self-esteem, language class risk-taking and sociability were generally significantly correlated with one another and with the students’ performance in English, and (3) overall self-esteem, language class risk-taking, language class sociability, and two personality variables–P (psychoticism) and L (lie) proved to be powerful predictors for the students’ performance in English. As such, personality traits, self-esteem, language class risk-taking and sociability are important factors affecting language learning outcomes

Book Review: Gender Studies: Terms and Debates

Review of Gender Studies: Terms and Debates by Ann Cranny-Francis, et al

An investigation of cognitive and metacognitive strategy use: Changes and differences

This paper reports on the results of a study of the use of cognitive and metacognitive strategies in English learning in terms of changes and differences during a term at the tertiary level in Chinese EFL contexts. A 35-item survey involving 934 undergraduate non-English majors revealed that: (1) the whole participant sample, as well as males and females, reported a low use of the cognitive strategies of practicing and creating structure for input and output but generally a medium use of the other cognitive and metacognitive strategies both at the beginning and toward the end of the term; (2) towards the end of the term, the whole sample, as well as males and females and the three university samples, tended to utilize significantly more frequently   most of the cognitive and mecognitive strategies but less frequently the strategies of centering one’s learning; (3) significant   differences occurred in the strategies of creating structure for input and output, centering one’s learning, and evaluating one’s learning   between male and female students at the beginning and/or toward the end of the term, and in almost all the categories of cognitive and metacognitive strategies among the three university samples both at the beginning and toward the end of term; (4) the three university samples demonstrated differing patterns in using the cognitive and metacognitive strategies both at the beginning and toward the end of term. Based on the results, some implications and suggestions for future research are discusse

CAUSES OF RETICENCE IN EFL CLASSROOMS: A STUDY OF CHINESE UNIVERSITY STUDENTS

This paper reports the findings of a studys of students’ reticence in Chinese EFL context. The participants were three teachers and 100 university freshmen from three proficiency levels enrolled in an English Listening & Speaking course. Using journals, observations and interviews as a technique of collecting data, the study revealed that (1) the majority of the participants were active during pair work but only a few volunteered to respond to their teachers or actively engaged in group discussions, (2) advanced-level students tended to be more active than their lower-level counterparts, and (3) multiple variables worked together to result in student reticence in EFL classrooms. The results indicate that more research needs to be done to help students become more active and proficient EFL learners. Keywords: reticence, university students, Chinese EFL contex

Causes of reticence in EFL classrooms: A study of Chinese University students

This paper reports the findings of a studys of students’ reticence in Chinese EFL context. The participants were three teachers and 100 university freshmen from three proficiency levels enrolled in an English Listening & Speaking course. Using journals, observations and interviews as a technique of collecting data, the study revealed that (1) the majority of the participants were active during pair work but only a few volunteered to respond to their teachers or actively engaged in group discussions, (2) advanced-level students tended to be more active than their lower-level counterparts, and multiple variables worked together to result in student reticence in EFL classrooms. The results indicate that more research needs to be done to help students become more active and proficient EFL learners

AN INVESTIGATION OF COGNITIVE AND METACOGNITIVE STRATEGY USE: CHANGES AND DIFFERENCES

This paper reports on the results of a study of the use of cognitive and metacognitive strategies in English learning in terms of changes and differences during a term at the tertiary level in Chinese EFL contexts. A 35-item survey involving 934 undergraduate non-English majors revealed that: (1) the whole participant sample, as well as males and females, reported a low use of the cognitive strategies of practicing and creating structure for input and output but generally a medium use of the other cognitive and metacognitive strategies both at the beginning and toward the end of the term; (2) towards the end of the term, the whole sample, as well as males and females and the three university samples, tended to utilize significantly more frequently most of the cognitive and mecognitive strategies but less frequently the strategies of centering one’s learning; (3) significant differences occurred in the strategies of creating structure for input and output, centering one’s learning, and evaluating one’s learning between male and female students at the beginning and/or toward the end of the term, and in almost all the categories of cognitive and metacognitive strategies among the three university samples both at the beginning and toward the end of term; (4) the three university samples demonstrated differing patterns in using the cognitive and metacognitive strategies both at the beginning and toward the end of term. Based on the results, some implications and suggestions for future research are discussed.Keywords:    Strategy use, cognitive, metacognitive, change, gender; context

ANXIETY IN ORAL ENGLISH CLASSROOMS: A CASE STUDY IN CHINA

This paper reports the result of a case study on anxiety in oral English classrooms in a Chinese university. By way of survey and reflective journals, the study revealed that (1) anxiety was experienced by a considerable number of students when speaking English in class, (2) the students reported to be the most anxious when singled out to speak English in class or giving presentations at the front while the least during pair work, (3) a multitude of variables such as lack of vocabulary, low English proficiency and memory disassociation contributed to student anxiety in class, and (4) most students felt helpless about being anxious when speaking English in class. Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident to speak English in oral language classrooms, thus ultimately enhance their learning of oral English. Keywords: anxiety, oral English classroom, Chinese University