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Investigation of Extramural English Activities Practices among Chinese EFL High School Students with Different English Proficiency Levels |
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| รหัสดีโอไอ | |
| Creator | Yuhan Meng |
| Title | Investigation of Extramural English Activities Practices among Chinese EFL High School Students with Different English Proficiency Levels |
| Contributor | Sumalee Chinokul |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2568 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 3 |
| Journal No. | 2 |
| Page no. | 107-123 |
| Keyword | extramural English activities practices, different English proficiency level, second language acquisition, Chinese high school EFL students |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/1614 |
| ISSN | 2822-1311 |
| Abstract | This study explores the participation of Chinese high school EFL students in extramural English activities, emphasizing their preferences and attitudes across different English proficiency levels. The research was carried out at Guolong Foreign Language School in Guilin, Guangxi, involving 192 students who were grouped into high, medium, and low English proficiency based on their recent English examination scores. A mixed-methods approach, combining questionnaire data and follow-up interview, was employed to gather comprehensive insights. Findings indicate that students predominantly engage in passive learning activities, such as watching English movies and listening to English music, while participation in interactive activities, like English corners or online conversations, remains notably low. High-English proficiency students displayed greater confidence and independently utilized a variety of resources to enhance their learning. Conversely, low-English proficiency students struggled with comprehension difficulties and showed limited motivation to participate actively. The study suggests that providing more accessible, engaging, and student-centered interactive activities could significantly support second language acquisition and boost students’ engagement across all English proficiency levels, fostering improved English learning outcomes. |
