Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)

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How to Facilitate Chinese EFL Learners to Achieve SLA in an Emerging Context

A Qualitative Analysis of Language Learning Strategies

Authors
Xinye Yang1, *
1School of Education and Social Work, The University of Sydney, Sydney, 999029, Australia
*Corresponding author. Email: xyan6619@uni.sydney.edu.au
Corresponding Author
Xinye Yang
Available Online 19 November 2022.
DOI
10.2991/978-2-494069-05-3_69How to use a DOI?
Keywords
Language Learning Strategies; Chinese EFL learners; Emerging Context
Abstract

This paper explores Language Learning Strategies (LLS) for Chinese English as a foreign language (EFL) learners’ language acquisition in specific cases of an emerging context. This study aims to provide insights into the implications and effectiveness of LLS in Chinese EFL classrooms in the post-epidemic period by analysing the teaching experiences of four subjects. A qualitative analysis was conducted including semi-structured interviews and thematic analysis. It is expected that this research may be helpful for English for Speakers of Other Languages (ESOL) teachers to improve their teaching efficacy. Definitions and relevant research are presented followed by data statistics, analysis and discussion of four specific Chinese contexts. The results revealed that cognitive and metacognitive strategies were most frequently adopted and compensatory strategies were least utilized. The factors influencing the implementation of LLS are highlighted as the learning environment changing, individual differences of learners and teachers’ personal preferences. Furthermore, the successful application of LLS can not only facilitate the acquisition of the target language, but can also foster students’ learning skills and awareness, which may potentially have a positive transfer effect to other subjects.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
19 November 2022
ISBN
10.2991/978-2-494069-05-3_69
ISSN
2352-5398
DOI
10.2991/978-2-494069-05-3_69How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Xinye Yang
PY  - 2022
DA  - 2022/11/19
TI  - How to Facilitate Chinese EFL Learners to Achieve SLA in an Emerging Context
BT  - Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)
PB  - Atlantis Press
SP  - 559
EP  - 567
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-494069-05-3_69
DO  - 10.2991/978-2-494069-05-3_69
ID  - Yang2022
ER  -