What do the Students Want?

: An Investigation of Student Preferences in their EFL Learning

Marietta Rossetto, Flinders University, South Australia, Australia Yuan Jiali, Hebei University of Science and Technology, China Xin Qi, Hebei University of Science and Technology, China
Abstract: This study investigated students preferences in their EFL learning at the School of Foreign Languages, at a University in China. The study was the first of its kind conducted at this univeristy, with previous evaluations having always been exclusively informed by teacher evaluation and input. One of the main objectives of the inquiry was to gather the views of 99 EFL students, with the aim of incorporating their evaluation comments in any future planning conducted in relation to the creation of more effective learning environments. This was a deliberate attempt to increase student participation in the process of improving academic outcomes ( Hayes, Mills, Christie, Lingaard, 2006). The student responses have provided important information with respect to their views on the importance of learning English, their reflections on course content and their comments on the modes of delivery of the essential macroskills in large classes as well as other perceived methodological issues. This study of the student voice on EFL study-related matters was deemed an essential endeavour in the pursuit of the goal of implementing effective pedagogies for teaching in oversized classrooms in Hebei University, China. The data analysis has uncovered many implications for Chinese education through the suggestions for future pathways offered by the respondents. In addition, the outcomes have also greatly assisted in identifying where further research is needed. Keywords: Learning Needs, Learning Preferences, Effective Pedagogies, EFL Studies, Student Voice

Background Information
OLLEGE ENGLISH CURRICULUM Requirements (2004) were drawn up by the Ministry of Education, in China, providing colleges and universities with the guidelines for English teaching instruction to non-English major students. The new curriculum for College English has set a new standard in course requirements for student learning in the future. The College English Curriculum aims to develop sound communication skills in all EFL (English as a Foreign Language) students, with a particular emphasis on their listening and speaking proficiency. The latter emphasis is part of a vocational training goal that will enable students to engage effectively in oral and written social exchanges, with others, in their future work places. Additional aims of the curriculum lie in the enhancement of metacognitive skills evident in autonomous study outcomes and the development of competent communicative competence, a valued ability in successful cross cultural and intercultural communication (Ministry of Education, China, 2004 ). Since 1987 China has observed the national examinations for non-English majors, also known as the College English Tests, 4 and 6 ( CET 4 and CET 6). In the first few years there

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were only 100.000 students who took part in the CET 4 and 6 examinations, but in recent years there have been more than 5 or 6 million students who have taken part in CET 4 and CET 6, every six months. The examinations are held twice yearly, in June and December, and China now has more than 2000 universities participating, with students in the combined universities numbering 20 million. Many universities have linked these CET examinations with the students diplomas and many employers now insist on CET qualifications (Yuan & Rossetto, 2008). In 2004, in line with the aforementioned New Curriculum Requirements for College English, English Studies was made a compulsory subject for all students in primary and secondary schools. Furthermore, students entering university studies were required to undertake English Studies for an additional two years.

A Focus on One Universitys Vision

Because institutions of higher learning differ from each other in terms of teaching resources, students levels of English upon entering college, and the social needs of students initialising tertiary studies, colleges and universities need to formulate policies that meet the requirements of their context specific circumstances when developing their College English Curriculum. The University selected as the research site, for this investigation, has developed such a modified College English Course (2006), drawing on the New College English Curriculum Requirements but in a context specific format. The courses aim to help students to develop a solid proficiency in the language, experience improved second language methodologies, strengthen their independent study skills and enhance their intercultural communicative competence. All aims embrace the goal of improved vocational training.

EFL in Crisis
With the study of English at the forefront of University study, debates on the quality of learning and teaching English are rigorous and widespread. Some experts have provided positive feedback as noted in the Zhuaglin College evaluationEnglish teaching and learning as a foreign language in our country has achieved great success and the examination results are much better than those of any other Asian countries (Hu, Zhuanglin, College English 2003, page 2). But other teachers and researchers offer less optimistic appraisals of the success of English teaching and learning in China. They cite the burgeoning class sizes, since 1999, as a serious obstacle to successful learning in the tertiary EFL classrooms. Indeed, 2005 enrolment figures situated tertiary enrolments in excess of 20 million candidates. Furthermore, the number of qualified teachers has been unable to keep pace with this enrolment increase and, as a consequence, class sizes now exceed a ratio of one teacher to one hundred and thirty student (1 : 130), in some instances. There is widespread concern for the damaging effects large class sizes are having on the quality of the pedagogy. The crisis situation is a far cry from an ideal class size of fifteen students, with no solution in sight in the near future, given that demand is outstripping supply (Lu, Guxun College English, 2003). Furthermore, research conducted by the Beijing Municipal Commission of Education, reports that a number of key universities have been unable to meet the standards for quality teaching and learning specified by the Ministry of Education (Mao, 2007, on Chinese

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Higher Education). Some governance review is needed if tertiary institutions are to address the current problems successfully (Cheng, Fangping, 2006).

The Study
Rationale for the Research Site
The chosen university research site, located due south of Beijing, China, accepts more than 5000 enrolments each year, with only 50 qualified teachers available to run the compulsory College English courses. This situation results in an ever expanding problem of class size, with classes that exceed one hundred students. Effective pedagogical practice is restricted, with teachers having scant opportunities for implementing innovative interaction. In addition, the courses offer a modern curriculum in which students learning goals and content are pre-set outside of the classroom, and the learning methods themselves are determined by space and time availability. It was deemed time for a review of the situation.

Student Voice
This study has chosen a qualitative investigative approach that provides a vehicle perhaps more suited to achieving a focus on student voice : The inconclusiveness of research on learner factors indicates that the qualitative investigative approach may add a vital dimension to the understanding of the complexities of language learning experiences and effects ( Gan, Humphreys, Hamp-Lyons, 2004 : 231).

Setting up the Study

It was decided to conduct an inquiry, using a qualitative investigative approach, to investigate the students views on current issues in EFL learning and teaching. The Director of College English Studies, in the School of Foreign Languages, at the chosen research site, was keen to undertake such an investigation. It was felt that a study of student reactions and views might indeed provide an effective way of approaching the issues identified. The Director, herself, recently returned from studies in South Australia, was motivated to find a way to implement aspects of the productive pedagogical practices she had participated in, during her time in Australia : I attended some classes at universities in Adelaide. From my observations I felt that there were some similarities in these classes. For example, students were very relaxed in class and whenever they had an idea that was different from their teachers, they would speak out. They seemed eager to share their opinions with others. The presentations students gave were very vivid and quite varied. I met with some of the lecturers to discuss their pedagogical practice and learnt that, for the most part, they built on students pre and prior knowledge when beginning new learning areas. I noted that the assignments the lecturers gave were quite different from what we would normally give

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our students. I was reminded of the wisdom of Lixin Luo, 2007 when she wrote that such freedom is found in the postmodernist curriculum, in which diversity and multiple intelligences are celebrated. Students are encouraged to explore alternatives, to inquire, to interpret. Educational goals are not pre-set and external to students ( Lixin Luo, 2007). (Yuan & Rossetto, 2008) With such inspired leadership support it was decided to invite the ninety-nine students from the Directors class to be the participants. It was decided to invite the students to complete a questionnaire. This means of gathering data was more or less determined by the limiting delimitation of a very restrictive academic time frame. The students were free to answer in a bilingual format, when English did not suffice as an adequate means of expression. They were assured that they were free to not participate or to withdraw at any stage and they were guaranteed anonymity. The participants were invited to comment on the methodologies, the assessment requirements, the modes of delivery in large classes and the four macroskill areas of listening, speaking, reading and writing as they pertained to their current course content.

Research Objectives
1. 2. 3. 4. To identify student perceptions in relation to learning English in large classes. To identify student perceptions of barriers to learning English. To gather student views on ways to enhance the range and quality of the teaching methodologies To collate student suggestions on ways to improve the delivery of the learning of English to non English major students of Chinese background at tertiary level.

Significance of the Research

To date, there has been no research, at this particular university site, with a focus on students views. In this study students were invited to give their perceptions on the effectiveness of the methodologies used and the extent to which their learning needs were being met through current teaching approaches. The outcomes of this research should provide an important initial inroad towards the establishing of a clearer understanding of the learners perceptions and this information will be used in an endeavour to focus on effective ways forward in the provision of quality teaching and learning in EFL in China.

The Participants
At the time of this qualitative study the 99 students who were invited to participate had just completed their first year of EFL study at tertiary level. They were invited to reflect on their year of study in the College English class by completing a questionnaire. All 99 students accepted the invitation to participate. Students were assured that the information they provided would remain confidential and that the data would only be used for research purposes. To this end, respondents were asked not to provide their names, but rather just to state their gender and age. There were 84 male and 13 female participants, with 2 respondents giving

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no response to the request for gender. Ages, in the cohort, ranged from 19-24 years, with 5 non responses relating to the age item. For all of the respondents 2008 had been their first year of University study, Chinese ( Mandarin) was their first language and none had travelled overseas. It was also their first experience with learning English in a large class of 99 students. These participant, demographic data are summarised in Table (i). Table (i): The Participants: Demographic Data Gender Age Male 84 24 yrs 23 yrs 22 yrs Female 13 1 1 19 No Resp. 2 36 30 7 Total Responses 97 Total Responses 94

21 yrs 20 yrs 19 yrs

No Response 5 Years of English Study 11 yrs 10 yrs 9 yrs 8 yrs First Language Overseas Travel Chinese No Overseas Travel as yet 1 8 9 50 7 yrs 6.5 yrs 5 yrs 27 1 1 Total Responses 97

No response 2 Total Responses 99 Total Responses 99 Total Responses 99

Year of Tertiary Study First Year

Student Views on Large Class Sizes

In this paper a large class size is defined as a class in which the number of students ranges from 60 150 ( Xu Zhichang, 2001). The literature has rendered mixed opinions on the significance of class size in effective learning. Kickbush (2000) in Xu Zhichang (2001), for example, argues that even in a class with less than 20 students, if there are no improved methodologies employed, there is no guarantee of improved academic achievement. Hayes (1997) in Xu Zhichang (2001), on the other hand, viewed large classes as fraught with problems. He identified several obstacles. These included the discomfort caused when large numbers of students are seated in inadequate spatial dimensions. Similarly, discipline provides a constant challenge as too, the lack of attention possible for individual students. Teachers deal with enormous marking loads and they are often perplexed with the challenge of keeping track of each students progress and wellbeing. So what thoughts and responses did the 99 student participants have on the subject ? The participants were given the opportunity to respond to the class size issue in Questions 13 and 14. Question 13 of the questionnaire invited the students to comment on the question : Do you prefer learning in smaller classes ? and in Question 13 they were invited to elaborate

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on their response : If so, why ? The results were varied and interesting : 9 were not in favour of smaller classes ; 13 favoured smaller classes but provided no justification for their choices ; 77 students opted in favour of smaller classes and provided statements to support their choice. Some of the reasons the 77 students gave included being hopeful that there would be : More attention from the teacher in smaller classes ( 29 responses) e.g.: in a smaller class I will be paid more attention ; its hard for the teacher to take care of everyone in a large class Increased opportunities to speak more in class and interact with the teacher ( 23 responses) e.g. : in a smaller class everyone has more chances to communicate with the teacher. An ambiance that would be conducive to more effective learning ( 22 responses ) e.g. : the less students, the more we learn. Minimal noise levels ( 2 responses) e.g. a smaller class is quiet ; large classes are too noisy. Less temptation to be absent (1 response ) e.g. : In a smaller class, there is no chance to run away.

These findings do not support the outcomes identified by Xu Zhichang (2001) whose questionnaire based qualitative investigative research found that 71.1% of students felt that the differences of learning English in large and small classes are not significantin a word, the atmosphere in a large class is like a symphony, and that in the small class is like a serenadeif a person really likes English, place and time will all be no problem (2001 :4).

Students Views on Other Aspects of Learning College English

Student Perceptions of Barriers Experienced when Learning English
Students perception of barriers to successful learning seemed to rest in three main areas, namely, course content, assessment requirements, and the level of teacher support. With respect to course content 23% of respondents felt that the course should be improved and 40% recorded that the course did not fulfil (their) expectations. In terms of assessment, 42% did not understand what was required in the assessment, 3% understood a little and 16% offered no comment. Only just over a third, 38% were confident in saying that they had understood the requirements for assessment. The final category regarding the level of teacher support, produced a 49% response. Nearly half of the student group felt that they had learnt without much teacher support, doing exercises, only by myself. The challenge for course coordinators, inherent in this student feedback, lies in how to overcome barriers that are clearly exacerbated by the oversized classrooms.

Student Views on Ways to Improve the Quality of the Teaching Methodologies

Students provided some innovative ideas for improvement including multimodal variations and opportunities for immersion experiences. 33% of the students revealed that they used

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multimodal variations to assist their learning, reading books, listening to the radio, watching TV. 45% felt that the presence of more foreign teachers would improve the courses. The multimodal approach favoured by the students would bring multiple pathways to popular culture and the aesthetic dimension of music ( radio ) into language learning; it would enhance visual learning, introducing visual clues to assist understanding ( watching TV) ; and it would provide opportunities to explore the literary world ( reading books) that would extend beyond the readings in the course booklet. The request for more foreign teachers would help satisfy student curiousity ( none of the students has been abroad) and their motivation for authentic, experiential learning (real life experiences with speakers of English as a first language).

Student Suggestions on Ways to Improve the Mode of Delivery

Suggestions by students for improved modes of delivery of course content were equally illuminating. 45% recommended role plays in class ; 32% thought it would be an improvement to have study opportunities to go abroad ; and the same 32% felt that an improvement in delivery mode could be achieved through letting students have a voice : for example, in the students opinion, increased participation in course delivery could be achieved if students had a choice in whether they studied English let some students learn English, not all students do it. The students insightful suggestions advocated a more interactive approach to learning (role plays in class), and experiential opportunities to immerse themselves in the target language culture ( go abroad) ; they likewise identified motivation as important and promoted the option of student choice as a way to improve course delivery, with an engaged, interactive learning community as a desirable outcome. This same student feedback is presented in a summarised format in Table (ii) below :

Students Views and Perceptions

Table (ii): Questionnaire Responses Questions What did you learn? Focused Coding No.of Respond- Total No. ents Responses 50 18 31 99

Culture and communication, words and knowledge Vocabulary and Grammar Speaking, listening and new things Following teachers and oneself books, listening to the radio, watching TV Doing exercises, only by my- self

How did you learn?

17 33 49 99

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Did you enjoy the lecture series in your College English studies? Did you understand the assessment tasks?

I enjoyed the lecture series I did not enjoy the lecture series No comment I understood the assessment tasks I did not understand what was required in the assessment tasks I understood a little No comment

66 19 85 14 38 42 3 16 83

Would you recommend this course? Why? Did the course fulfil your expectations?

Yes, because it was useful, in- teresting, benefit, broaden knowledge No, it was not useful No Comment Yes it did fulfil my expecta- tions No it did not fulfil my expecta- tions The course should be improved Yes, more foreign teachers, role plays in class teaching, more exercises. Go abroad, let some students learn English, not all students do it. No Comment

52 18 29 70

36 40 23 99

Are there any course im- provements you would recommend?

45 32 22 77

Concluding Comments Oversized classrooms do increase learning difficulties as the students comments and their views on course content, assessment requirements and the level of teacher support, have demonstrated. However, student views on how to improve the situation have provided some engaging paths to possible ways in which to improve methodologies and modes of delivery. Future research might rest with the Director of College English at the chosen university site, who taught this group of respondents. Research might be based on evaluating attempts to 352

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incorporate student suggestions, more fully, in the second year of their College English Course. An initial response, by the reader, might be to see the student suggestions as incompatible with ever burgeoning class sizes and, as such, definitely not a viable way forward. Yet one is left with the very persuasive knowledge that many of the student suggestions are already in place, having been implemented by the resourceful students themselves (e.g. student voice, multimodal learning and wider reading), oversized classrooms notwithstanding. Students have demonstrated that many of their solutions are explained, explainable and replicable (Analytrics Conference, 2008).

References
Analytrics (2008) International Conference on Education, Economy and Society. Paris, 17-19 July, 2008. Chang, Junyue (2006). Globalization and English in Chinese Higher Education. World Englishes. 25,3/4. 514 Cheng, Fangping (2006). A Comparative Study of the Popularization of Higher Education in China. OECD Publication www.cnier.ac.cn/ztxx/oecd/wendang/chengfp.doc Date accessed: 1015-2007 Gan, Zhengdong, Humhreys, G., Hamp-Lyons, L. (2004) Understanding Successful and Unsuccessful EFL Students in Chinese Universities. The Modern Language Journal, 88, ii, (2004), 229244. Hayes, D, Mills, M, Christine P. Lingard, B (2006). Teachers Schooling---Making a Difference. Book of readings, School of Education Flinders University. Hebei University of Science and Technology (2006). College English Syllabus Hebei University of Science and Technology. China Hu, Zhuanglin (2003). An Interview: Speaking English in a Chinese Background. Journal of College English. 2003.02. 2 Lam, A. (2002). English in Education in China: policy changes and learners experiences. Journal of World Englishes No.7 Lixin Luo (2004). Letter to My Sister About Dolls 4 Rs. Transnational Curriculum Inquiry. Journal, 1 (1) 2004 http://nitinat.library.ubc.ca./ojslindex.php/tei Date accessed: 10/8/2007 Lu, Guxun (2003). An Interview: Speaking English in a Chinese Background. Journal of College English. No. 2 Mao, Z. (2007). Grading, the Key for Chinese Higher Education. The Website of Chinas Higher Education Reform and Development. Ministry of Education (2004). College English Curriculum Requirements. China, Ministry of Education http://www.edu.cn 2004-01-20 14:20:45 Date accessed: 20-01-2004 The School of Foreign Languages of Hebei University of Science and Technology (2006). Foreign Language Teachers Teaching Standards. Hebei University of Science and Technology, China Xu, Zhichang (2001). Problems and strategies of teaching English in large classes in the Peoples Republic of China. Teaching and Learning Forum. http://lsn.curtin.edu.au Date accessed : 23/02/2009. Yuan, J. and Rossetto, M. (2008). EFL Teaching at the School of Foreign Languages, Hebei University of Science and Technology. Post Graduate Student Seminar, School of Education, Flinders University, April, 2008. Zhang, Y. (2005). College English Reform and Rethinking. The Higher Education in China. China, Ministry of Education http://www.edu.cn Date accessed: 15-11-2007

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