Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
3
,
Septem
ber
201
9
, p
p.
510
~
518
IS
S
N: 22
52
-
8822
,
DOI: 10
.11
591/
ije
re
.
v8
i
3
.
20246
510
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
Cognitiv
e per
ce
p
tions of sec
ond la
nguage
ac
qu
isitio
n in
Chin
ese u
nd
er
gr
aduat
e ES
L/EFL stud
ents: A mi
xed
methods
approac
h
Robert
W
ayn
e El
li
ot
t
,
Di Z
ha
n
g
Foreign
L
anguage
School
,
Li
n
y
i
Univer
sit
y
,
Ch
i
na
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
J
ul
11
, 2
01
9
Re
vised
A
ug 1
5
, 2
01
9
Accepte
d
Aug 3
0
, 201
9
W
it
h
the
contin
ued
demand
for
te
ac
h
ers
of
En
gli
sh
as
a
Seco
nd
La
nguag
e
(ESL/
EFL)
in
China
,
co
ll
eg
es
and
unive
rsiti
es
i
n
China
cont
inu
e
to
struggle
with
t
ea
ch
ing
or
al
Engl
ish
to
hi
gh
volumes
of
u
nder
gra
dua
te
stu
dent
s
using
fac
ul
t
y
-
ce
n
te
r
ed
strat
eg
ie
s.
This
conc
urre
n
t
m
ixe
d
-
m
et
hods,
s
ingl
e
-
l
evel,
ca
se
stud
y
inte
nds
to
ex
amine
Chine
se
und
er
gra
duate
studen
t
s’
cogni
ti
v
e
per
ce
p
ti
ons
of
th
ei
r
ora
l
Eng
li
sh
abi
lit
y
as
a
segu
e
to
a
m
ore
eff
e
c
ti
ve
se
cond
la
nguag
e
ac
qu
isit
ion
environm
ent
in
a
21st
Cent
ur
y
glob
al
ed
uca
t
ion.
T
h
e
dat
a
ana
l
y
sis
r
e
vea
l
ed
thr
ee
m
a
in
the
m
es
intersec
t
ed
b
y
th
e
fin
dings
of
the
quant
itati
v
e
and
qualitative
an
a
l
y
ses
.
Th
e
f
indings
from
thi
s
and
futur
e
studie
s
ar
e
int
en
ded
to
guide
l
eaders,
administra
t
ors,
scholars
,
an
d
student
s to
aff
ect
na
ti
ona
l
a
nd
provinc
i
al
po
li
c
y
,
school
and
cl
assroom
-
base
d
pra
ctice
s
,
and
per
sonal
st
rat
eg
ie
s
to
enhance
student
s’
a
bil
ity
to
a
cqui
r
e
th
ei
r
ora
l
Engl
ish skills
.
Ke
yw
or
d
s
:
Chinese
unde
r
gr
a
duat
e stu
de
nts
Cognit
ion
Con
te
m
po
ra
ry
strat
egies
ESL/EFL
l
ea
rni
ng
Mi
xed
m
et
ho
ds
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Rob
e
rt
W
ay
ne El
li
ott
,
Fo
r
ei
gn La
ngua
ge
Sc
hool,
Linyi
Univer
sit
y,
Mi
dd
le
S
huan
gl
ing
R
d,
Li
nyi,
Sh
a
ndong, C
hin
a
276005.
Em
a
il
: rb
rt_llt
t@y
ah
oo.co
m
1.
INTROD
U
CTION
Am
idst
the
m
any
chall
e
ng
es
of
Chi
na’
s
e
du
cat
io
n
refo
r
m
eff
or
ts
in
it
s
te
st
-
dom
inated
e
du
cat
i
on
syst
e
m
,
the
m
and
at
or
y
oral
En
glish
le
ar
ni
ng
in
Chi
na
c
on
ti
nues
to
pr
esent
m
ajo
r
c
halle
ng
e
s
for
Chinese
ESL/EFL
st
udents
an
d
t
heir
foreig
n
te
ach
ers.
Me
a
nwhile
,
re
sea
rch
wi
th
a
f
oc
us
on
exam
ining
st
ud
e
nts
’
cogniti
ve
pe
rc
eptions
(their
think
i
ng
a
bout
their
own
pe
r
cepti
ons)
of
a
cqu
i
rin
g
oral
ESL/EFL
a
bili
ti
es
i
s
sp
ars
e.
Of
e
qual
i
m
po
rtanc
e
i
s
that
foreig
n
t
eachers
ar
rivi
ng
to
te
ach
ES
L
/EFL
cl
asses
oft
en
fin
d
t
hem
s
el
ve
s
ill
-
pr
epa
re
d
in
il
l
-
equ
ip
pe
d
cl
assroom
s
of
a
le
ss
than
op
ti
m
al
cl
assr
oo
m
set
ti
ng
,
le
ft
ei
ther
with
us
in
g
ou
t
dated
te
ac
hi
ng
m
at
erial
s
or
strug
gling
to
dev
el
op
their
own
m
at
erial
s
t
o
us
e
durin
g
c
ourses
of
inst
r
uctio
n
without
fu
ll
y
unde
rstan
ding
s
tud
e
nts’
t
hinki
ng
ab
out
their
own
pe
rcep
ti
ons
of
le
ar
ning,
m
uch
le
ss
with
how
they
best
acqu
i
re
their
seco
nd
la
ng
ua
ge
le
ar
ning.
T
he
pur
pose
of
this
concurrent
de
sig
n,
m
ixed
m
et
ho
ds
case
stud
y
is
to
revea
l
Chinese
E
FL/ESL
unde
r
gr
a
duat
e
stu
de
nts’
c
ogniti
ve
per
ce
ptio
ns
a
bout
var
i
ou
s
as
pects
of
their
or
al
En
gl
ish
abili
ti
es
at
a
fo
ur
-
ye
a
r
university
in
East
China
to
m
ake
a
ho
li
sti
c
con
trib
ution
to
the
body
of li
te
ratur
e
f
or pract
ic
e an
d f
uture re
searc
h.
Wh
il
e
it
w
ou
l
d
seem
that
C
hin
a
’s
Mi
nistr
y
of
E
du
c
at
io
n
poli
ci
es
re
qu
ire
al
l
Chines
e
stud
e
nts
to
le
arn
a
nd
m
aster
E
ng
li
s
h
as
a
foreig
n
la
ngua
ge
sin
ce
the
1970
’s,
no
sta
te
d
po
li
cy
co
uld
be
f
ound
t
o
c
onfirm
this
[1]
,
an
d
thu
s
the
quest
ions
raised
are:
To
what
end
s
?
Wh
ic
h
one
of
t
he
m
or
e
than
100
E
ng
li
s
h
diale
ct
s
?
And,
to
wh
at
le
vel
of
m
ast
e
ry
?
T
his
le
ads
to
oth
er
qu
e
s
ti
on
s
of:
How
will
stud
ents’
achievem
ent
of
this
m
ast
ery
be
m
easur
e
d
?
And,
is
the
too
l
us
e
d
to
m
eas
ur
e
this
ac
hie
vem
ent
valid
and
reli
able
?
More
i
m
po
rtantl
y,
how
will
te
ache
rs
a
nd
stu
de
nts
know
they
ha
ve
reall
y
ac
hie
ved
m
ast
ery
of
the
la
ngua
ge
?
Wh
il
e
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Cognit
iv
e p
erc
eptions
of second l
angu
ag
e
acqu
isi
ti
on in
c
hin
ese
un
dergr
aduate
…
(
Ro
be
rt Way
ne
Ell
iott
)
511
this
stud
y
doe
s
not
at
tem
pt
to
ans
wer
the
se
quest
io
ns
di
rectl
y,
it
do
e
s
at
tem
pt
to
inf
or
m
scho
la
r
s
an
d
pr
act
it
ion
e
rs
on
directi
ons
to
ta
ke
for
fu
t
ure
resea
rch
an
d
pract
ic
e
base
d
on
st
ud
e
nts’
c
ogniti
ve
per
ce
ptions
about
their
ex
per
ie
nce
with
acqu
i
rin
g
their
or
al
En
glish
s
kill
s.
As
a
res
ult
of
Chin
a’s
com
pu
lsory
E
ng
li
s
h
la
nguag
e e
du
c
at
ion
that has
be
en
in p
la
ce for
m
or
e than
fo
ur
d
eca
des
, it is
estim
a
te
d
that a
m
ere 5
0
m
illi
on
of
the
1.3
bill
ion
Chinese
in
C
hin
a
a
re
flue
n
t
in
E
ng
li
s
h
—
on
ly
3.8
pe
rce
nt
[
1]
.
Let
’s
ta
ke
a
cl
os
er
l
ook
a
t
the pr
ob
le
m
.
In
the
la
ndsca
pe
of
ESL/E
F
L
pr
act
ic
es,
a
ppr
oach
es
t
o
the
de
velo
pm
e
nt
of
st
udents
’
or
al
E
ng
li
sh
li
te
racy
as
a
se
cond/f
or
ei
gn
l
angua
ge
rem
ain
s
ext
raord
i
nari
ly
pr
ob
le
m
at
i
c
for
stu
den
ts
and
t
heir
te
ach
ers
i
n
China
f
or
a
num
ber
of
reas
ons
[2]
an
d
w
hile
researc
h
ers
hi
gh
li
ght
the
im
portance
of
the
us
e
of
m
e
ta
cog
niti
ve
inquiry
(stude
nt
s’
cogniti
ve
pe
rcep
ti
ons
)
as
a
m
eans
of
i
m
pro
ving
ESL/E
FL
le
arn
in
g
str
at
egies
as
bein
g
vital
to
su
cce
ssf
ul
le
arn
i
ng
strat
eg
ie
s
for
ES
L/EFL
stu
de
nts,
r
el
evan
t
stu
dies
on
the
or
al
c
om
m
u
nicat
ion
a
sp
ect
s
are lacki
ng
[2
-
4,
6
-
9]
.
Take
n
f
ro
m
casual
co
nversati
on
s
with
st
ud
e
nts
over
t
he
pa
st
three
ye
ars
of
te
ac
hing
oral
En
glish
cl
asses
at
the
case
insti
tuti
on
an
d
with
pa
ren
ts
a
nd
c
hildr
e
n
in
the
l
oc
al
com
m
un
ity
,
m
os
t
stud
ent
s
in
the
sam
ple
are
ta
ught
only
En
glish
read
i
ng
a
nd
w
riti
ng
i
n
thei
r
f
orm
ative
(
prim
ary
and
seco
nd
a
ry
sc
hools)
ye
ar
s
without
m
uch
,
if
any,
ex
pos
ur
e
to
oral
En
glish
unti
l
their
first
ye
ar
of
colle
ge.
Mo
r
eov
e
r,
st
ud
e
nt
s
wer
e
ta
ught
m
os
tl
y
t
hro
ugh
le
ct
ure,
recit
at
ion
,
a
nd
m
e
m
or
i
zation
te
chn
i
qu
es
tha
t
fo
c
us
on
gra
m
m
ar
-
translat
ion
in
ov
e
rcro
wd
e
d
c
la
ssroom
s
pr
im
aril
y
fo
r
the
pur
po
se
of
pa
s
sing
t
he
hi
gh
s
chool
gra
du
at
i
on
e
xam
inati
on
(
G
ou
Kou)
f
or
ente
rin
g
colle
ge.
Ad
m
it
te
dly,
m
os
t
stu
de
nts
f
eel
unprepa
re
d
f
or
the
cha
ll
eng
es
t
hey
f
ace
as
fr
es
hm
en
stude
nts
ta
king
th
ei
r
first
oral
E
ng
li
s
h
cl
ass
at
the
U
niv
e
rsity
.
Ag
ai
ns
t
the
backd
rop
of
us
in
g
a
com
bin
at
ion
of
var
io
us
te
achi
ng
strat
e
gies
th
at
hav
e
pro
ve
n
to
wo
r
k
well
in
EFL/ESL
cl
a
sses,
unde
rsta
ndin
g
stud
e
nts’
c
ogni
ti
ve
per
ce
ptio
ns
a
bout
ESL/
EFL
le
ar
ning
hav
e
hel
ped
guide
te
ac
her
s
i
n
their
pla
nn
i
ng
an
d
i
m
ple
m
entat
io
n
of
t
hese
st
rategies
to
pro
du
ce
the
m
os
t
effe
ct
ive
le
arn
i
ng
en
vironm
ent
f
or
stu
den
ts
t
o
acqu
i
re
En
glish as
a fo
reig
n/seco
nd la
ngua
ge
[2
-
4,
6
-
9]
.
Althou
gh
each
strat
egy
us
e
d
is
not
s
o
c
on
t
e
m
po
ra
ry,
th
oughtf
ully
plan
ned
an
d
c
om
bin
ed
us
es
of
them
pr
ov
ide for
a
m
or
e
an
e
nh
a
nce
d,
e
ng
a
ging
le
arn
i
ng
e
nv
i
ronm
ent
fo
r
stud
e
nts
to
achieve
m
ast
ery
of
thei
r
or
al
E
ngli
sh
l
angua
ge
s
kill
s
thr
ough
syn
c
hro
nous
(class
room
)
and
as
ynch
ron
ou
s
(
onli
n
e)
act
ivit
ie
s.
T
he
com
bin
ed
us
e
of
st
ud
e
nts’
co
gnit
ive
pe
rcep
ti
ons
of
t
heir
En
glish
le
arn
i
ng
an
d
knowle
dge
of
pro
ve
n
con
te
m
po
ra
ry
strat
egies
for
t
eachin
g
E
SL/
EFL
st
ud
e
nts
i
n
oth
e
r
c
ountri
es
will
m
ake
m
or
e
eff
ic
ie
nt
us
e
of
stud
e
nts’
a
nd
t
eachers
’
tim
e
fo
r
t
he
st
ud
e
nts
to
achieve
the
desire
d
outc
om
es.
Wh
il
e
this
stud
y
at
tem
pts
to
fo
c
us
s
om
e
on
the
strat
egies
us
e
d,
it
will
hig
hlig
ht
pri
m
ar
il
y
the
find
in
gs
of
a
naly
zi
ng
stud
e
nts’
c
ogniti
ve
per
ce
ptio
ns
of
Chinese
un
dergr
a
duat
e
EFL/ESL
stu
den
ts
a
t
the
case
insti
t
u
ti
on
in
Ea
st
China.
Fi
nd
i
ngs
from
this
stu
dy
are
intende
d
to
i
nfor
m
m
inist
ry
and
sc
hool
a
dmi
nistrators
,
te
a
cher
s
a
nd
pro
f
essors,
a
nd
st
udents
about
va
rio
us
im
pl
ic
at
ion
s
of
po
li
cy
,
the
ap
pro
pr
ia
te
ness
a
nd
us
e
of
var
i
ou
s
te
ac
hing
m
et
ho
ds,
an
d
ways
to
i
m
pr
ove
stu
de
nt
le
arn
i
ng,
re
s
pecti
vely
,
w
hic
h
will
co
ntri
bute
to
the
s
par
se
body
of
m
ixed
m
et
ho
ds
c
ase
stud
y
li
te
ratur
e
on th
is t
op
ic
for
c
on
ti
nu
ed
in
vestig
at
ion
.
The
re
view
of
sch
olarly
li
te
ratur
e
re
vealed
m
uch
insig
ht
i
nto
the
m
yt
hs
,
theo
ries,
a
nd
pract
ic
es
th
at
are
releva
nt
to
ESL/EFL
te
ac
hing
an
d
le
ar
ni
ng
releva
nt
to
Chinese
st
ud
e
nt
s
in
China.
W
hile
m
uch
li
te
ratur
e
exists
to
addre
ss
top
ic
s
that
are
var
ia
bly
relat
ed
to
the
top
ic
of
this
stu
dy,
ver
y
fe
w
hav
e
a
f
ocus
on
th
e
cogniti
ve
per
c
eptions
of
unde
rgraduate
E
S
L/ESL
stu
de
nts
in
C
hin
a.
T
hose
t
hat
exam
i
ne
st
ud
e
nts’
c
ogniti
ve
per
ce
ptio
ns
focus
narr
ow
ly
on
the
rea
ding
a
nd
w
riti
ng
asp
ect
s
of
sec
ond
la
nguag
e
le
ar
ne
rs,
w
hile
ot
he
rs
have
a
restrict
ed
f
oc
us
on
pri
m
ar
y
and
seco
nd
ary
school
stud
e
nts
[3
-
8]
.
To
ad
dr
e
ss
th
is
rev
ie
w
co
ge
ntly
,
inf
or
m
at
ion
is
pr
ese
nted
to
pic
al
ly
b
y rele
va
nc
e to this
stu
dy.
On
ly
in
rece
nt
ye
ars
has
rese
arch
on
la
ng
ua
ge
an
d
co
gnit
ion
begu
n
to
e
xam
ine
var
ious
aspects
of
bili
ngualism
a
nd
m
ulti
l
ing
ua
li
s
m
with
m
uch
ferv
or
,
wh
il
e
fo
cu
sin
g
m
uc
h
at
te
nt
ion
on
“how
bili
ngual
people
and
seco
nd
la
ngua
ge
le
ar
ne
rs
ne
goti
at
e
their
li
ves
in
two
la
ng
uag
e
s
”
[11]
.
T
he
works
of
pr
om
inent
researc
hers
suc
h
as
House
n
&
Si
m
oen
s
[
10
]
,
K
r
oll
[1
1]
,
Har
rin
gt
on
[12],
Ell
is
[1
3]
,
Kr
ashe
n
[
14
-
16]
,
Rob
e
rtson
&
F
ord
[
17]
,
an
d
Y
ilm
az
[1
8]
re
veal
m
uch
insigh
t
int
o
sec
ond
la
ngua
ge
ac
quisi
ti
on
that
se
rv
e
t
o
answer
m
any
relevan
t
qu
est
io
ns
f
or
gai
ning
a
bette
r
unders
ta
nd
in
g
of
t
he
i
ssu
es
a
nd
chall
eng
e
s
in
vo
l
ved
with
the cog
niti
ve
a
sp
ect
s
of acq
ui
rin
g
a sec
ond l
angua
ge.
Fr
om
the
cog
ni
ti
on
and
c
ogni
ti
ve
neu
r
os
ci
e
nce
pe
rsp
ect
iv
es,
Kroll
[11]
do
e
s
well
in
pr
ovidi
ng
he
r
in
-
dep
t
h
c
ov
e
r
age
a
nd
a
naly
sis
of
the
re
vie
wed
li
te
ratur
e
m
os
tly
fr
om
th
e
ad
ult
L
2
le
ar
ner
pe
rs
pecti
ve
w
hile
addressi
ng
:
la
ngua
ge
proces
sing
;
in
div
i
dual
diff
e
rence
s,
co
ntex
ts,
a
nd
prop
e
rtie
s
of
s
eco
nd
la
ngua
ge
le
arn
in
g;
struc
tural
pro
per
ti
e
s;
te
chn
ol
og
y,
assessm
ent,
a
nd
thi
rd
la
ng
ua
ge
le
arn
i
ng
;
and
s
om
e
un
r
esolve
d
issues, ba
rr
ie
r
s
, and
im
plica
tio
ns f
or c
ogniti
ve researc
h
a
nd
pr
act
ic
e.
Harrin
gton
[
12]
views
second
la
ngua
ge
ac
qu
isi
ti
on
as
som
et
hin
g
w
her
e
“com
petence
dev
el
ops
i
n
the
m
ind
of
t
he
le
arn
e
r”
as
a
cogniti
ve
pro
cess
an
d
f
oc
use
s
his
bo
ok
ch
apter
on
seco
nd
la
ngua
ge
se
ntence
processi
ng
that
involve
s
“t
w
o
ap
proac
hes
to
unde
rstan
ding
real
-
ti
m
e
sente
nce
c
om
pr
ehe
nsi
on
”
as
a
c
og
niti
ve
process
.
I
n
do
ing
s
o,
he
a
ddress
es
th
oro
ughly
the
sy
ntax
-
a
nd
co
ns
tr
ai
nt
-
base
d
a
pp
ro
ac
hes
to
se
ntence
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
510
-
518
512
processi
ng
as
t
wo
c
ogniti
ve
proces
sin
g
m
od
el
s
fo
r
la
ngua
ge
processin
g
a
nd
c
om
pr
ehe
nsi
on
in
L
2
le
ar
ner
s
.
He
the
n
cl
ose
s
by
a
ddressin
g
the
possible
i
m
plica
ti
on
s
that
resea
rch
ha
s
on
sec
ond
la
nguag
e
acq
ui
sit
ion
theo
ry
in
te
rm
s
of
th
e
relat
io
ns
hi
p
that
each
appro
ac
h
has
on
processi
ng
and
le
a
rn
i
ng,
a
nd
t
he
stre
ng
t
hs
and
lim
it
at
ion
s
of
c
urren
t
se
ntence
processin
g
res
earch
m
et
ho
ds
bein
g
use
d.
K
nowle
dg
e
of
the
se
i
m
plica
ti
on
s
are
ver
y
us
e
fu
l
w
he
n plan
ning str
at
egies f
or tea
chin
g
a
nd asses
sing L2
lear
ners.
Ell
is’
[1
3]
vi
ew
of
seco
nd
la
ng
ua
ge
le
a
rn
i
ng
s
upports
Yil
m
az’s
[18]
view
by
s
ta
ti
ng
:
“A
fun
dam
ental
ten
et
is
that
we
le
arn
la
ngua
ge
in
m
uch
the
sa
m
e
way
a
s
we
le
arn
ever
yt
hing
el
se”
and
“t
he
processes
of
le
arn
i
ng
are
cut
from
the
sam
e
cl
oth
as
the
res
t
of
hum
an
co
gn
it
io
n
”
.
Als
o
hav
i
ng
str
ong
ti
es
t
o
Harrin
gton’s w
ork,
Ell
is [13]
pro
vid
es an o
ve
rv
ie
w
of
L
2
a
cqu
isi
ti
on in
te
rm
s o
f
it
s b
asi
c g
oals, m
et
ho
ds, an
d
const
ru
ct
s
beg
i
nn
i
ng
with
his
tho
r
ough
ex
pl
anati
on
of
c
onstructio
n
gram
m
ar
wh
ic
h
occ
ur
s
th
r
ough
usa
ge
of
the
la
ng
uag
e
to
le
ar
n
patte
r
ne
d
se
quence
s
of
w
ords
.
As
Kroll
[
11]
infe
rs
in
her
w
ork
,
Ell
is
[
13]
ad
dr
ess
e
s
la
nguag
e
pr
oce
ssing
that
al
lo
w
“l
an
guage
u
sers
to
be
rati
onal
in
t
he
se
nse
that
their
m
ental
m
od
el
s
of the
way
la
nguag
e
wor
ks
are
the
m
os
t
op
ti
m
a
l
giv
en
their
li
ng
uisti
c
exp
erie
nce
a
nd
us
age
to
da
te
”
al
lowin
g
the
L2
le
arn
er
to
a
ntici
pate
the
li
ng
uisti
c
con
str
uc
ti
on
s
that
are
li
kely
to
be
us
ed
in
t
heir
co
ntinu
e
d
disco
urs
e
as
a
rati
on
al
c
ognit
ion
operati
on.
Ell
is
[1
3]
c
on
t
inu
es
by
ad
dre
ssing
t
he
are
as
of
e
xem
plar
-
ba
sed
a
bs
tract
io
n
an
d
at
tract
ion
(sc
hem
at
ic
con
structions),
em
erg
ent
relat
io
ns
and
patte
rn
s
(d
e
velo
ping
adap
ti
vely
)
,
and
t
he
diale
ct
ic
natu
r
e
of
seco
nd
la
ngua
ge
acq
uisit
ion
that
involves
the
L2
le
a
rn
e
r
in
a
con
s
ci
ou
s
co
nfl
ic
t
durin
g
la
nguag
e
d
e
vel
op
m
ent.
In
t
hinkin
g
a
bout
te
achi
ng
an
d
le
ar
ning
a
seco
nd
la
ngua
ge
as
a
f
or
ei
gn
te
ac
her
te
achin
g
t
o
unde
rgraduate
colle
ge
st
ud
e
nts
in
his/he
r
native
c
ountry
,
we
be
gin
t
o
reali
ze
that
it
involves
c
reati
ng
a
n
intercult
ural
te
acher
-
stu
de
nt
r
el
at
ion
sh
i
p.
As
the
a
uthors
[
19]
point
out
in
their
work,
the
ir
exist
dich
otom
ie
s
that
capt
ur
e
t
he
disti
nctive
ne
ss
of
i
ntercu
lt
ural
com
m
un
ic
at
ion
that
are
at
play
du
r
in
g
c
omm
un
ic
at
ion
,
so
it
would
sta
nd
to
reason
t
hat
com
m
un
ic
at
ion
s
betwee
n
a
foreig
n
te
ache
r
a
nd
his/he
r
Chi
nese
stu
de
nts
woul
d
involve
one
or
m
or
e
of
the
se
dich
oto
m
ie
s
du
ri
ng
t
heir
c
om
m
un
ic
at
ion
.
These
a
uthor
s
[19]
posit
six
di
al
ect
ic
s
that
involve
interc
ultur
al
co
m
m
un
ic
at
ion
:
(a)
cult
ur
al
-
i
ndivid
ual;
(b)
pe
rsonal
-
c
onte
xt
ual;
(c)
dif
fere
nces
-
si
m
il
arities;
(
d) stat
ic
-
dynam
ic; (
e)
histo
ry/
pa
st
-
present/
f
utur
e;
an
d (
f) pri
vil
ege
-
disad
va
nta
ge.
As
the
a
utho
r
s
[19]
sta
te
,
“
we
can
bette
r
unde
rstan
d
in
te
rcu
lt
ural
co
m
m
un
ic
at
ion
by
exam
ining
[these]
six
di
al
ect
ic
s”.
Ho
wev
e
r,
at
te
m
pting
to
unde
rstan
d
the
diale
ct
ic
natur
e
of
inte
rcul
tural
com
m
un
ic
at
ion
“
goes
a
gain
st
wh
at
[
West
ern
e
rs]
are
ta
ught
in
[their]
form
al
edu
cat
i
on,”
w
hich
m
akes
it
chall
eng
i
ng
be
cause
it
re
quir
e
s
thin
king
in
“d
ualist
ic
ways”
si
m
ultaneou
sly
th
us
em
ph
a
siz
ing
co
nt
rasti
ng
con
ce
pts.
Wh
il
e
m
uch
of
the
li
te
ratur
e
fo
c
use
s
pr
im
aril
y
on
relat
ion
s
hips
of
a
per
s
onal
or
busi
ness
nat
ur
e
,
i
t
do
e
s
well
to
e
xam
ine
these
appr
oach
es
by
viewin
g
a
nd
unde
rstan
ding
i
nt
erc
ultur
al
c
om
m
un
ic
at
ion
a
cro
ss
a
wide va
riet
y of cult
ures
wh
ic
h m
a
y prov
e
h
el
pful
durin
g
cl
a
ssroom
teac
hing a
nd lear
ning.
Yil
m
az
[18]
stud
ie
d
the
c
ogniti
ve
pe
rs
pect
ive
of
le
ar
ni
ng
as
it
ap
plies
to
cl
ass
room
pr
act
ic
es
t
o
include
he
r
ex
a
m
inati
on
of
unde
rly
ing
t
heories
an
d
pract
ic
al
cl
assroom
i
m
plica
ti
on
s
w
her
e
s
he
group
s
the
ty
pes
of
le
ar
ni
ng
t
he
or
ie
s
i
nto
t
hr
ee
do
m
ai
ns
of
behavio
rism
,
cogniti
vism
,
and
const
ru
ct
ivism
,
w
hile
pro
vid
in
g
cl
ear
exp
la
nati
on
s
of
the
w
orks
do
ne
by
Piaget,
Vyg
os
tky,
Br
uner
a
nd
oth
er
s.
Wh
il
e
her
[18
]
stud
y
do
e
s
not
fo
c
us
sp
eci
fical
ly
on
la
ng
ua
ge
le
arn
i
ng,
sh
e
does
well
to
outl
ine
an
d
sum
m
arize
each
relevan
t
theo
ry
and
pro
vid
es
im
plica
tio
ns
of
us
in
g
c
ogniti
ve
pri
nci
ples
that
ap
ply
directl
y
to
cl
a
ssroom
te
aching
of
m
os
t sub
j
ect
s
.
In s
peci
fic,
Yil
m
az
[18]
pro
vi
des
her
ex
plici
tl
y
detai
le
d
li
st
of
11
strat
e
gies
an
d
pr
inci
ples
to u
se
a
nd
include
s
a
li
st
of
5
ba
sic
chara
ct
erist
ic
s
of
c
ogniti
ve
the
or
y
-
base
d
cl
ass
room
instru
ct
ion
that
can
be
a
pp
li
ed
to
la
nguag
e
le
ar
ni
ng
cl
ass
r
oo
m
s.
S
he
[18]
t
he
n
cl
os
es w
it
h
de
ta
il
s
of
h
er
s
um
m
arized
li
st
of
6
co
gnit
ive
l
earn
i
ng
theo
ry
-
ba
sed
t
eachin
g
m
et
ho
ds,
to
i
nclu
de:
“co
gnit
ive
appre
ntice
sh
i
p;
recip
r
ocal
te
achin
g;
an
chore
d
instru
ct
io
n;
in
qu
i
ry
le
arn
in
g;
discov
e
ry
le
arn
i
ng
;
an
d
pro
blem
-
based
le
arn
in
g”
as
the
m
os
t
pr
om
inent
m
et
ho
ds
us
ed
,
and
gi
ves
de
ta
il
ed
exp
la
nat
ion
s
a
nd
pract
ic
al
exa
m
ples
of
how
eac
h
can
be
ap
plied
to
cl
assroom
p
rac
ti
ce.
Hav
i
ng
e
xtensi
ve
first
hand
ex
per
ie
nce
as
a
fo
rei
gn
e
xp
e
rt
te
acher
th
rou
gh
ou
t
m
any
par
ts
of
China
,
Wo
l
ff
[1
]
posit
s
his
“f
our
great
li
es”
in
his
extensi
ve
st
udy
in
vo
l
ving
2,4
44
post
-
gr
a
duat
e
stu
den
ts
a
t
two
reno
wn
e
d
univ
ersit
ie
s
in
C
hin
a
in
2009.
T
he
se
f
our
li
es
i
nc
lud
e:
(a)
yo
u
(ev
e
ry
Chi
nese
le
arn
e
r
of
E
ngli
sh
)
m
us
t
m
ast
er
E
ng
li
s
h;
(b)
yo
u
can
only
m
ake
your
E
ngl
ish
bette
r
by
s
peak
i
ng
with
a
native
sp
ea
ke
r;
(c)
Chin
glish
is
no
good;
an
d
(d)
ever
y
on
e
in
China
nee
ds
to
le
arn
En
glish.
The
resu
lt
s
of
his
e
m
pirical
study
rev
eal
e
d
the
se
f
our
li
es
im
pact
directl
y
an
d
neg
at
i
vely
“st
ud
e
nts
in
the
areas
of
sel
f
-
confide
nc
e,
int
rinsic
m
ot
ivati
on
,
se
lf
-
disci
pline,
c
reati
ve
thin
king
an
d
auto
no
m
ou
s
le
arn
ing
sk
il
ls”
.
In
ste
a
d
of
pro
du
ci
ng
high
functi
onin
g,
li
te
rate
gra
du
at
es
,
m
any
stud
e
nts
fin
d
t
he
bar
s
et
too
hi
gh
w
hi
ch
“t
en
ds
to
di
sco
ur
a
ge
rathe
r
tha
n
m
ot
ivate
” students.
Liy
anag
e,
Ba
r
tl
et
t,
&
Tao
[
2]
sup
port
Wo
lff
’s
c
oncl
us
i
on
by
sta
ti
ng
“t
he
de
velo
pm
ent
of
or
al
com
m
un
ic
at
ion
(list
enin
g
a
nd
s
peak
i
ng)
sk
il
ls...
for
E
ngli
sh
as
a
Forei
gn
La
ngua
ge
(EFL
)
le
arners
i
n
m
ai
nland
C
hina
has
bee
n
a
s
low
a
nd
c
um
ber
so
m
e
proces
s
f
or
both
le
a
r
ner
s
an
d
te
ac
he
rs,
”
of
w
hic
h
“m
os
t
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Cognit
iv
e p
erc
eptions
of second l
angu
ag
e
acqu
isi
ti
on in
c
hin
ese
un
dergr
aduate
…
(
Ro
be
rt Way
ne
Ell
iott
)
513
diff
ic
ulti
es
ste
m
fr
om
la
ck
of
a
uth
e
ntic
con
te
xts
an
d
pur
poses
f
or
oral
la
ngua
ge
us
e”
a
nd
c
ultur
al
ly
inap
pro
pr
ia
te
ped
a
gogy.
F
oc
us
in
g
on
the
three
la
ngua
ge
le
arn
ing
beh
a
viors
(usin
g
translat
ion
to
m
ediat
e
m
eaning
;
fo
c
usi
ng
on
gr
am
m
ar
ru
le
s
dur
ing
or
al
En
glish
c
omm
un
ic
at
ion
;
an
d
us
in
g
c
on
te
xt
to
assist
com
pr
ehe
ns
io
n,
li
ste
ning,
a
nd
sp
ea
king
oral
En
glish)
exam
i
ned
in
previ
ous
stu
dies,
t
he
r
esearche
rs
sh
i
f
t
their
fo
c
us
to
e
xam
i
ning
three
c
orr
esp
onding
“co
gn
it
ive
strat
e
gie
s
of
tra
ns
la
ti
on,
deducti
on,
c
on
te
xtu
al
iz
at
io
n”
to
i
m
pr
ove
or
al
E
ng
li
s
h
le
ar
ning
.
In
a
re
view
of
the
li
te
ratur
e
on
la
ng
uag
e
le
arn
i
ng
strat
e
gies,
Zare
[
9]
hig
hlig
hts
w
hat
researc
hers
def
i
ned
as 14
“per
s
onal
cha
ra
ct
erist
ic
s,
sty
les,
an
d
le
ar
ning
strat
egies”
of
good
la
ng
uag
e
l
earn
e
rs.
I
n
a
dd
it
ion
,
the
de
finiti
on
s
and
t
hr
ee
cl
ass
ific
at
ion
s
of
le
arn
i
ng
st
rategi
es
inclu
ded
i
n
the
re
view
el
ic
it
ed
m
ai
n
cat
egories
with
s
om
e
dis
ti
nctive
overla
p,
fo
ll
owe
d
by
an
ex
planati
on
of
the
fa
ct
or
s
t
hat
aff
e
ct
the
ch
oice
of
wh
ic
h
strat
egies
to
us
e
w
hen
te
a
chin
g
L2
le
ar
ner
s
.
Wh
il
e
t
his
stud
y
doe
s
no
t
ad
dr
e
ss
Chinese
L2
le
arn
er
s
sp
eci
fical
ly
,
the
s
ources
ci
t
ed
in
dicat
e
th
e
rev
ie
w
a
ddr
esses
la
ngua
ge
le
arn
i
ng
on
a
gl
ob
al
sca
le
an
d
encou
rag
es
te
achers
to
c
hoos
e
those
le
arn
in
g
strat
egi
es
that
are
m
os
t
app
r
opriat
e
f
or
the
stu
de
nts
they
are teac
hi
ng.
Ju
st
as
Wo
lf
f
[1
]
m
entions
in
his
stu
dy,
L
iy
anag
e,
Ba
rtl
et
t,
&
Tao
[
2]
e
m
ph
asi
ze
th
e
i
m
po
rtance
of
stud
e
nts
pa
ssing
high
sta
kes
exam
inati
on
s
at
the
end
of
their
sec
onda
ry,
postsec
on
dary
,
an
d
postg
ra
du
at
e
le
vels.
U
sin
g
su
r
vey
data
f
r
om
1,
440
un
de
rgraduate
C
hin
ese
st
ud
e
nts
com
pleti
ng
the
Lan
gu
a
ge
Le
arn
i
ng
Strate
gy
Inve
nt
or
y
(26
strat
e
gies
li
ste
d)
,
th
e
researc
her
s
f
ound
sig
nifica
nce
w
hen
st
udents
us
e
d
the
three
cogniti
ve
strat
egies
w
hen
li
s
te
ni
ng
a
nd
sp
e
akin
g
in
cl
ass.
These
res
ults
ind
ic
at
e
the
po
s
sible
su
cce
ss
“t
o
pr
e
par
e
stu
dent
s
for
oral
com
m
un
ic
at
ion
be
yond
the
cl
ass
r
oo
m
,
and
t
o
pr
epar
e
st
ud
e
nts
to
pass
t
he
li
ste
ning
te
st
in
the
CE
T
-
4”
.
Mo
re
im
portantl
y,
they
ind
ic
at
e
the
ne
ed
f
or
cl
assr
oom
te
aching
st
rategies
to
be
updated
to
21st
Ce
ntu
r
y
m
et
ho
ds
f
or
pro
du
ci
ng
gr
adu
at
es
that
c
an
“s
uccess
fu
l
ly
negotia
te
the
public
e
xam
inati
on
syst
e
m
-
as w
el
l as to
interact
with
fell
ow cit
iz
ens of a
globa
l societ
y”
.
2.
RESEA
R
CH MET
HO
D
This
co
nc
urrent
m
ixed
m
et
h
od
s
case
desig
n
stud
y
m
ade
use
of
a
resear
c
her
-
de
velo
pe
d
su
r
vey,
a
nd
us
e
d
Mi
cro
s
of
t
Excel
2010
to
analy
ze
the
qu
antit
at
ive
dat
a
(scaled
data
from
stud
ents’
responses
to
s
urvey
it
e
m
s
1
-
9)
an
d
the
qual
it
at
ive
data
(st
ud
e
nts
’
ope
n
-
e
nded
r
esp
on
ses
to
s
urvey
it
em
10
)
t
hat
we
re
hand
-
cod
e
d
and
a
naly
zed.
Thr
ee
c
rite
ria
wer
e
us
ed
t
o
sel
ect
the
case
stud
y
insti
tuti
on
:
(a
)
the
ty
pe
of
un
dergr
a
du
at
e
sch
oo
l
a
nd
c
ou
rse
of
in
structi
on
;
(b)
prox
im
it
y
to
the
resea
rch
e
r’
s
l
ocati
on;
an
d
(c
)
ease
of
acce
ss
facil
it
at
ed
by
a
sen
io
r
a
dm
inist
rator
.
T
he
researc
h
f
oc
us
e
d
on
stu
de
nt
s
com
pleti
ng
the
un
dergr
a
du
at
e
Eng
li
sh
Te
achin
g
and Busi
ness E
ng
li
s
h
P
rog
ram
s.
Be
cause
the
use
of
c
onte
m
po
ra
ry
te
achin
g
and
le
a
rn
i
ng
strat
egies
is
a
fairly
recent
phen
om
eno
n
exp
l
or
e
d
am
on
g
unive
rsiti
es
i
n
China
“
within
it
s
real
-
li
fe
con
te
xt”
an
d
“t
he
bounda
ries
be
tween
phe
no
m
enon
and
co
ntext
ar
e
not
cl
early
e
vid
e
nt”
[
20]
,
use
of
the
case
s
tud
y
desig
n
wa
s
ap
pro
pr
ia
te
f
or
this
st
ud
y
[21,
22]
.
As
f
ur
t
her
in
dicat
ed
by
Yin
[
20
]
,
Me
r
riam
[
21,
22]
,
an
d
Cr
eswell
&
Plan
o
-
Cl
ar
k
[
23
]
,
a
case
stud
y
inquiry
of
an
al
l
-
enc
om
passing
m
et
ho
d
that
reli
es
on
colle
ct
ing
an
d
analy
zi
ng
m
ulti
ple
so
urces
of
evi
den
c
e
to
draw
con
cl
us
io
ns
th
at
m
ay
or
m
ay
no
t
be
ge
ne
rali
zable
to
the
broad
e
r
popula
ti
on
pro
vid
es
a
m
or
e
ho
li
sti
c
vi
ew
of
th
e
phen
om
eno
n
bein
g
e
xplo
red.
The
refo
re,
this
stud
y
s
up
plem
ents
the
existi
ng
li
te
ratu
re,
a
nd
it
m
ay
assist
in
ref
ini
ng
data
c
ollec
ti
on
m
et
ho
ds
a
nd
crit
eri
a
f
or
s
ha
rp
e
ni
ng
the
f
ocu
s
of
f
uture
case
s
tud
ie
s,
as
Yin
[
20
]
su
ggest
s.
T
he
m
et
ho
ds
an
d
r
esults
are
pr
es
ented
a
s
se
parat
e
qu
al
it
at
ive
and
qua
ntit
at
ive
inquirie
s,
a
nd
the
n
m
erg
ed
into
a
m
or
e h
olist
ic
inter
pr
et
at
io
n
[
25
]
.
The
par
ti
ci
pa
nts
in
this
stu
dy
consi
ste
d
of
a
sam
ple
of
162
of
t
he
16
9
tota
l
undergr
a
duat
e
fr
es
hm
an
Chinese
Busi
ne
ss
E
ng
li
sh
(
33)
an
d
En
gl
ish
Teachi
ng
(
13
6)
m
ajo
rs
e
nro
ll
ed
in
Or
al
E
ng
li
s
h
th
r
ough
ou
t
t
he
16
-
w
eek
sprin
g
2018
sem
est
er
m
eet
ing
in
t
he
cl
ass
room
~1
1/2
ho
ur
s
pe
r
week.
All
pa
r
ti
ci
pan
ts
we
re
ta
ught
identic
al
ly
w
it
h no va
riat
ion i
n
c
ourse
c
onte
nt or m
et
ho
ds
us
e
d
in
each
class.
This
st
ud
y
us
e
d
a
10
-
it
em
research
e
r
-
de
velo
ped
s
urvey
co
ntainin
g
nin
e
m
ul
ti
ple
cho
ic
e
it
e
m
s
us
in
g
a
five
-
po
i
nt
Likert
scal
e,
an
d
on
e
op
e
n
-
en
de
d
it
e
m
fo
r
par
ti
ci
pan
ts
to
pr
ovide
com
m
ents
about
their
th
oughts
that
wer
e
rela
te
d
to
any
of
the
first
nin
e
it
e
m
s.
The
struct
ur
e
a
nd
c
on
te
nts
of
the
su
r
vey
f
ollo
wed
t
he
gu
i
delines
ou
tl
ined by Alrec
k & Sett
le
[
24]
. T
o
m
ai
ntain anon
ym
ity of
the
p
arti
ci
pa
nts,
S
urveyM
onkey
® w
as
us
e
d
to
adm
i
nister
an
d
c
ollec
t
the
respo
ns
es
on
li
ne
from
each
par
ti
ci
pan
t.
T
o
te
s
t
fo
r
validit
y
and
reli
abili
ty
,
the
survey
was
pi
loted
to
s
ophom
or
e
stu
den
t
s
w
ho
ha
d
c
om
ple
te
d
both
Or
al
E
ngli
sh
cl
asses
in
their
pri
or
ye
ar
(
2017
-
18
aca
dem
ic
ye
ar)
.
Fe
w
co
rr
ect
io
ns
to
t
he
in
strum
ent
we
re
m
ade,
as n
eces
sary.
All
cur
re
ntly
enroll
ed
O
ral
Eng
li
s
h
co
ur
se
stud
e
nts
we
re
inv
it
ed
an
d
e
nc
oura
ged
to
c
om
plete
the
researc
her
-
c
onstructed
on
li
ne
su
r
vey
anonym
ou
sly
,
wh
ic
h
was
acce
ssible
via
par
ti
ci
pa
nts’
m
ob
il
e
dev
ic
e
or
com
pu
te
r
a
nd
ta
kes
a
ppr
ox
i
m
at
ely
5
-
10
m
inu
te
s
to
co
m
ple
te
.
N
o
in
centi
ves
we
re
offer
e
d
f
or
c
om
ple
ti
ng
the s
urvey.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
510
-
518
514
The
quantit
at
ive
data
analy
z
ed
wer
e
the
pa
rtic
ipants'
m
u
lt
iple
-
cho
ic
e
r
esp
on
ses
to
sc
al
ed
it
em
s
1
thr
ough
9
in
t
he
c
om
plete
d
su
r
vey
to
produce
desc
riptiv
e
sta
ti
sti
cs
an
d
ANO
VA
res
ults
are
dis
pla
ye
d
in
ta
bu
la
r
for
m
in
Table
1, Ta
ble 2
a
nd Ta
bl
e
3.
The
qu
al
it
at
ive
data
analy
zed
wer
e
res
pons
e
s
to
the
c
on
st
r
ucted
-
res
pons
e
it
e
m
10
in
the
com
plete
d
su
r
vey
to
fin
d
com
m
on
the
m
es
(categori
es)
and
s
ub
-
them
es
(sub
-
cat
e
gori
es)
are
dis
play
ed
in
ta
bu
la
r
f
or
m
in
Table
4.
All
co
m
m
ents
wer
e
analy
zed
f
or
w
ord
f
re
qu
e
ncy
and
we
re
co
de
d
to
broad
sub
-
them
es
(e.g
.
,
LSC
=
Lacks
Self C
onfi
den
ce
)
a
nd
wer
e
the
n
c
od
e
d
to
ove
rar
c
hing them
es (
e.
g.
,
En
gag
em
ent an
d O
pport
unit
y).
Ma
king
us
e
of
a
ta
ble
created
in
a
pr
i
or
st
ud
y
to
s
how
the
intersect
io
ns
of
the
qua
ntit
at
ive
and
qu
al
it
at
ive
dat
a
under
ea
ch
i
den
ti
fie
d
overa
rch
i
ng
t
hem
e,
the
ta
ble
was
a
dap
te
d
to
s
how
the
them
e
and
s
ub
-
them
e
cod
es
de
rive
d
in
t
his
s
tud
y
to
locat
e
wh
e
re
th
e
qua
ntit
at
ive
them
e
s
an
d
s
ub
-
the
m
es
intersect
with
the
ov
e
rar
c
hing
th
e
m
es.
The
ta
ble
resu
lt
s
pro
vid
e
a
visu
al
re
presentat
io
n
of
these
intersect
ion
s
t
o
m
ake
f
ur
t
he
r
m
eaning
of the
r
es
ults f
or thei
r
inte
nd
e
d use
(see Ta
ble
5)
.
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
The
quantit
at
ive
analy
ses
of
respon
se
s
to
su
r
vey
it
e
m
s
1
-
9
pro
duced
dem
og
ra
ph
ic
s,
descr
ipti
ve
sta
ti
sti
cs, an
d r
esp
on
se
freq
ue
ncy res
ults
disp
la
ye
d
in
Ta
ble 1
,
Ta
ble 2 an
d
Ta
ble
3
, res
pe
ct
ively
.
Ba
sed
on
the
data
sho
wn
i
n
Table
1,
m
os
t
stud
e
nts
in
eac
h
cl
ass
we
re
f
e
m
al
e
as
identifie
d
on
t
he
cl
ass
roste
rs
a
s
bein
g
ei
the
r
m
a
le
/fe
m
al
e.
The
descr
i
ptiv
e
sta
ti
sti
cs
sh
own
in
Ta
ble
2
ref
le
ct
the
a
ve
rag
e
scal
ed
res
ponse
s
(M),
the
sta
nd
a
r
d
de
viati
on
(SD)
not
exc
eedin
g
1.7
0,
a
nd
si
gn
i
ficance
(S
ig
)
f
or
eac
h
of
the
su
r
vey
it
em
s
(1
-
9).
Ta
ble
3
s
hows
the
fr
e
qu
encies
of
res
po
ns
e
s
t
o
eac
h
of
the
first
nin
e
it
e
m
s
wh
ic
h
de
pict
a
cl
earer
vie
w
of
the
responses
than
are d
ispla
ye
d
in
Table
2.
More
preci
sel
y,
Table
3
dis
pl
ay
s
m
or
e
cl
early
the
two
or
t
hr
ee
m
os
t
f
reque
nt
pa
rtic
ipant
res
po
ns
es w
hic
h
in
di
cat
e
the
nu
m
ber
of
stu
de
nts w
ho
thi
nk
ab
out
ways
to im
pr
ov
e
thei
r or
al
E
ngli
sh
a
nd r
es
ponse
s a
bout
var
i
ou
s
as
pects
of
t
heir
t
hinkin
g.
The
qu
al
it
at
iv
e
analy
ses
of
com
m
ents
pro
vid
e
d
in
s
urve
y
it
e
m
10
pro
du
ce
d
qu
al
it
at
ive
them
es
(categ
or
ie
s)
a
nd
sub
-
t
hem
es
(sub
-
cat
eg
or
ie
s
)
that
are
dis
pl
ay
ed
in
Table
4.
Table
5
di
sp
la
ys
the
m
e
rg
e
d
qu
a
ntit
at
ive
an
d
qual
it
at
ive
resu
lt
s
from
Tables
3
and
4
to
sh
ow
intersect
i
on
s
with
the
overa
rch
i
ng
th
e
m
es,
as
adap
te
d from
a prior m
ixed
-
m
et
hods
st
ud
y
[
25]
.
Be
cause
this
stud
y
in
vo
l
ve
s
a
sa
m
ple
fr
om
a
sing
le
case
insti
tutio
n,
the
fin
dings
are
not
gen
e
rali
zable
t
o
ot
her
i
ns
ti
tuti
on
s
.
H
oweve
r
,
suffici
ent
in
f
or
m
at
ion
is
prov
i
ded
t
o
e
na
ble
tran
sfe
rab
i
li
ty
in
wh
ic
h
the
reade
r
dete
rm
ines
gen
e
rali
zabil
it
y
[23,
24
]
.
A
nothe
r
lim
it
ation
f
ound
durin
g
the
early
sta
ge
s
of
t
his
stud
y
was
a
n
issue
with
phon
e
te
chnolo
gy
in
China;
s
om
e
I
-
ph
on
e
s
we
re
un
a
ble
to
acce
ss
the
onli
ne
s
urv
ey
wh
il
e
oth
e
rs
e
xp
e
rience
d
no
issues.
This
,
c
oupled
wit
h
th
e
slo
w
c
onnect
ion
sp
ee
d
of
th
e
only
tw
o
pro
vid
e
r
s
in
Chi
na,
m
ade
it
pr
ob
le
m
at
ic
fo
r
s
om
e
stude
nts
t
o
com
plete
the
survey.
T
his
was
delim
i
ted
by
reco
m
m
end
ing t
o partic
ipa
nts
they u
se s
om
e
on
e
else’s
I
-
ph
on
e
or a
n In
te
r
net
-
ca
pab
le
c
om
pu
te
r.
Table
1.
Dem
og
ra
phic
s of
C
hi
nese
underg
ra
du
at
e
EFL
stu
de
nts at the
case
instit
ution
Prog
ra
m
Major
n
Male
Fe
m
ale
Bu
sin
ess
E
n
g
lish
1
33
5
28
Eng
lish
T
eachin
g
1
40
3
37
Eng
lish
T
eachin
g
2
39
4
35
Eng
lish
Teac
h
in
g
3
29
7
22
Eng
lish
T
eachin
g
4
28
7
21
Totals
169
26
143
No
te 1: Su
rvey
par
ticip
an
ts were
n
o
t
ask
ed
to p
rov
id
e th
eir
d
e
m
o
g
raph
ic in
f
o
r
m
atio
n
.
No
te 2: Stu
d
en
ts m
a
jo
ring
in Eng
lish
T
eachin
g
ar
e
en
r
o
lled
in th
e “
Free
Teac
h
er”
pro
g
ra
m
.
Table
2
.
Desc
riptive stat
ist
ic
s o
f
survey
r
es
ponse
s fr
om
Chinese
unde
rgra
duat
e EFL
stu
de
nts
Variable
n
M
SD
Sig
Ti
m
e
T
h
in
k
in
g
abo
u
t W
ay
s
to I
m
p
rov
e Or
al
Eng
lish
160
4
0
.84
7
0
.13
1
W
a
y
s to
I
m
p
rov
e
Oral
Eng
lish
161
3
.23
0
1
.62
9
0
.25
2
Mos
t I
m
p
o
rt
an
t As
p
ect of
I
m
p
rov
in
g
Or
al
Eng
lish
161
1
.87
6
1
.16
6
0
.18
0
Pri
m
a
r
y
Reaso
n
f
o
r
No
t Speak
in
g
in
Clas
s
161
2
.84
5
1
.23
3
0
.19
0
Grea
test
Ch
allen
g
e to I
m
p
rov
e Speak
in
g
in Clas
s
161
2
.35
4
1
.33
4
0
.20
6
Mos
t I
m
p
o
rt
an
t Ways to I
m
p
rov
e O
r
al E
n
g
lish
161
3
.83
9
1
.63
9
0
.25
3
Cu
rr
en
t
Level o
f
O
ral
Eng
lish
161
2
.79
5
0
.73
4
0
.11
3
Desired L
ev
el of
Or
al
Eng
lish
161
4
.49
7
0
.68
1
0
.10
5
Satisf
actio
n
in Thin
k
in
g
and
T
alk
in
g
with
Others
Ab
o
u
t W
ay
s
to I
m
p
rov
e Or
al
Eng
lish
160
4
.14
4
0
.88
9
0
.13
7
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Cognit
iv
e p
erc
eptions
of second l
angu
ag
e
acqu
isi
ti
on in
c
hin
ese
un
dergr
aduate
…
(
Ro
be
rt Way
ne
Ell
iott
)
515
Table
3
.
Fr
e
quencies
of
quant
it
at
ive su
r
vey r
esp
on
ses
fr
om
Chinese
unde
r
gr
a
duat
e efl st
ud
e
nts
Variable
n
Mos
t Fr
eq
u
en
t Res
p
o
n
ses
Selected
Nu
m
b
e
r
o
f
Resp
o
n
ses
Ti
m
e
T
h
in
k
in
g
abo
u
t W
ay
s
to I
m
p
rov
e Or
al
Eng
lish
160
So
m
eti
m
e
s; Of
ten
;
Alwa
y
s
6
8
,
5
3
,
3
5
W
a
y
s to
I
m
p
rov
e
Oral
Eng
lish
161
All of
the Ab
o
v
e (
e.g.,
stu
d
y
s
m
a
rter,
get
p
len
ty
of
exercise,
eat plen
ty
of
nu
trit
io
u
s
f
o
o
d
)
7
1
,
6
7
,
2
0
Mos
t I
m
p
o
rt
an
t As
p
ect of
I
m
p
rov
in
g
Or
al
Eng
lish
161
Pron
u
n
ciatio
n
; Vo
cabu
lary
9
6
,
3
7
Pri
m
a
r
y
Reaso
n
f
o
r
No
t Speak
in
g
in
Clas
s
161
Do
n
’t
k
n
o
w ho
w
to
say
what
I
wan
t t
o
say
;
Lack self
-
co
n
f
id
en
ce in OE
ability
; D
o
n
’t
k
n
o
w what to
say
8
1
,
2
7
,
2
5
Grea
test
Ch
allen
g
e to I
m
p
rov
e Speak
in
g
in Clas
s
161
Little/no
ti
m
e
to le
arn o
r
p
racti
ce;
Low/n
o
m
o
tiv
atio
n
;
Lack o
f
directio
n
f
ro
m
ot
h
ers
5
8
,
4
1
,
3
0
Mos
t I
m
p
o
rt
an
t Ways to I
m
p
rov
e O
r
al E
n
g
lish
161
Sp
eak with
a
n
ativ
e E
n
g
lish
sp
eaker;
Sp
eaki
n
g
by
m
y
s
el
f
; L
isten
in
g
; Read
in
g
6
6
,
2
2
,
2
1
,
2
0
Cu
rr
en
t L
ev
el of
O
ral
Eng
lish
161
Av
erage; Belo
w
a
v
erage
9
8
,
3
9
Desired L
ev
el of
Or
al
Eng
lish
161
Excellen
t (
lik
e
a n
ativ
e
Eng
lish
sp
eaker);
Ab
o
v
e average
9
5
,
5
3
Satisf
actio
n
in Thin
k
in
g
and
T
alk
in
g
with
Others
Ab
o
u
t W
ay
s
to I
m
p
rov
e Or
al
Eng
lish
160
Help
s a great
deal;
Helps
m
u
ch
;
Help
s
So
m
e
6
6
,
5
9
,
2
9
No
te: T
h
e valu
es i
n
the “
Nu
m
b
er
of
Resp
o
n
ses
” colu
m
n
is r
elated to
the
r
esp
o
n
ses
in th
e “
M
o
st Frequ
en
t Resp
o
n
ses
Selected” co
lu
m
n
,
resp
ectiv
ely
,
f
ro
m
m
o
st
to least f
requ
en
t.
Table
4.
Q
ualit
at
ive them
es (
cat
egories) a
nd
su
b
-
them
es (
s
ub
-
cat
e
gories)
from
o
pen
-
e
nd
e
d
s
urvey
qu
e
sti
on r
es
po
ns
es
Qu
alitativ
e T
h
e
m
e
s f
ro
m
Stud
en
ts’
C
o
n
stru
cted
Resp
o
n
ses
Su
b
-
The
m
es
N
An
x
iety
&
M
o
tiv
at
io
n
(
%)
Eng
ag
e
m
en
t & Op
p
o
rtun
ity
(
%)
Self
-
Perceptio
n
s &
T
h
o
u
g
h
t (
%)
Oral
P
ractic
e
121
2
1
(17
.3%
)
“
Sp
eaki
n
g
with
nativ
e E
n
g
lish
is
v
ery
help
f
u
l,
b
u
t I
a
m
no
t [
b
rave]
en
o
u
g
h
to d
o
that.”
1
0
7
(51
.0%
)
“
I
th
in
k
on
e o
f
the m
o
st
i
m
p
o
rtant
th
in
g
[
s] to i
m
p
rov
e ou
r
Eng
lish
is
sp
eaki
n
g
f
requ
e
n
tly
.”
3
7
(30
.6%
)
“
I
th
in
k
on
e o
f
the m
o
st
i
m
p
o
rtant
th
in
g
[
s] to i
m
p
rov
e ou
r
Eng
lish
is
sp
eaki
n
g
f
requ
e
n
tly
.”
Listen
in
g
Practice
99
16
(16
.2%
)
“
W
h
en
I
want to
s
ay
so
m
e
th
in
g
to
each o
th
er,
I
wan
t
to
say
m
an
y
th
in
g
,
b
u
t I
can on
ly
us
e little
wo
rds
which
I
real
ly
kn
o
w.”
89
(89
.9%
)
“
W
h
en
I
want to
s
ay
so
m
e
th
in
g
to
each o
th
er,
I
wan
t
to
say
m
an
y
th
in
g
,
b
u
t I
can on
ly
us
e little
wo
rds
which
I
real
ly
kn
o
w.”
4
2
(42
.4%
)
“
W
h
en
I
want to
s
a
y
so
m
e
th
in
g
to
each o
th
er,
I
wan
t
to
say
m
an
y
th
in
g
,
b
u
t I
can on
ly
us
ed
little
wo
rds
which
I
real
ly
kn
o
w.”
Co
n
f
i
d
en
ce
34
27
(79
.4%
)
“
I
a
m
af
raid o
f
say
in
g
it
wron
g
an
d
so
m
eti
m
es
I
c
an
't un
d
erstand
wh
at peo
p
le ar
e sa
y
in
g
.”
1
2
(35
.3%
)
“
I
a
m
af
raid o
f
say
in
g
it wr
o
n
g
an
d
so
m
eti
m
es
I
c
an
't un
d
erstand
wh
at peo
p
le ar
e sa
y
in
g
.”
1
2
(35
.3%
)
“
I
a
m
af
raid o
f
say
in
g
it
wron
g
an
d
so
m
eti
m
es
I
c
an
't un
d
erstand
wh
at peo
p
le ar
e sa
y
in
g
.”
Read
in
g
Practice
30
7
(23
.3%
)
“
W
h
en
I
want to
s
ay
so
m
e
th
in
g
to
each o
th
er,
I
wan
t
to
say
m
an
y
th
in
g
s, bu
t I
can on
ly
us
e little
wo
rds
which
I
real
ly
kn
o
w.”
1
5
(50
.0%
)
“
I
th
in
k
r
eadi
n
g
E
n
g
lish
ar
ticles
ev
ery
da
y
is
a
v
er
y
i
m
p
o
rtant
m
e
th
o
d
of
stu
d
y
.”
1
3
(43
.3%
)
“
I
th
in
k
r
eadi
n
g
E
n
g
lish
ar
ticles
ev
ery
da
y
is
a
v
er
y
i
m
p
o
rtant
m
e
th
o
d
of
stu
d
y
.”
Vo
cabu
lary
Practice
23
5
(21
.7%
)
“
I
th
in
k
vo
cab
u
lary
and
gra
m
m
a
r
is n
ecessary
,
b
ecau
se I
can
ex
p
ress wh
at I
wa
n
t to say
ex
actly
.”
1
0
(43
.5%
)
“
I
th
in
k
vo
cab
u
lary
and
gra
m
m
a
r
is n
ecessary
,
b
ecau
se I
can
ex
p
ress
wh
at I
wan
t to sa
y
ex
actly
.”
9
(39
.1%
)
“
I
th
in
k
vo
cab
u
lary
and
gra
m
m
a
r
is n
ecessary
,
b
ecau
se I
can
ex
p
ress wh
at I
wa
n
t to say
ex
actly
.”
Direction
21
9
(42
.9%
)
“
Offer
u
s
m
o
re
ch
an
ces to
sp
eak.”
Motiv
atio
n
17
1
0
(58
.8%
)
“
Ju
st sp
eak with
c
o
n
f
i
d
en
ce a
n
d
b
eliev
e [
in
]
y
o
u
rse
lf
.”
1
3
(76
.5%
)
“
Ju
st sp
eak with
c
o
n
f
i
d
en
ce a
n
d
b
eliev
e [
in
]
y
o
u
rse
lf
.”
6
(35
.3%
)
“
Ju
st sp
eak with
c
o
n
f
i
d
en
ce a
n
d
b
eliev
e [
in
]
y
o
u
rse
lf
.”
Ti
m
e
7
6
(85
.7%
)
“
I
also
su
g
g
est th
at
we
th
e stu
d
en
ts
f
in
d
ti
m
e to p
ractic
e between
us
.”
3
(42
.9%
)
“
I
n
eed to
take ti
m
e to
u
n
d
erstand
.”
Gra
m
m
a
r
Practice
1
(33
.3%
)
“
W
atch
in
g
m
o
v
ies
reall
y
help
s a lot.”
3
(10
0
.0%
)
“
I
sh
o
u
l
d
r
ecite wo
rd an
d
lear
n
g
ra
m
m
a
r
ever
y
da
y
.”
2
(66
.7%
)
“
I
th
in
k
vo
cab
u
lary
and
gra
m
m
a
r
is n
ecessary
,
[
b
e
]
c
au
se
I
can
ex
p
ress wh
at I
wa
n
t to say
ex
actly
.”
Pron
u
n
ciatio
n
Practice
2
2
(10
0
.0%
)
“
Multip
le r
eadi
n
g
and
m
i
m
i
cr
y
”
W
riting
Practice
2
2
(10
0
.0%
)
“
It
is i
m
p
o
rtant to
write.
”
Lear
n
in
g
Ga
m
es
2
1
(10
0
.0%
)
“
Practice
th
rou
g
h
ga
m
es.”
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
510
-
518
516
Table
5.
Mat
ri
x of
them
es and
s
ub
-
them
es from
q
ualit
at
ive and
qu
a
ntit
at
ive c
om
po
ne
nts
.
Ov
erar
ch
in
g
T
h
e
m
es
An
x
iety
,
Co
n
f
i
d
en
ce,
an
d
Motiv
atio
n
The i
m
p
o
rtance
of
stu
d
en
ts’ self
-
co
n
f
id
e
n
ce in th
eir
ab
ility
an
d
their
m
o
tiv
atio
n
to
p
ersist with
i
m
p
rov
in
g
their or
al
Eng
lish
abilities
Eng
ag
e
m
en
t and
Op
p
o
rtun
ity
The n
eed to
pro
v
id
e
stu
d
en
ts with
m
u
lti
p
le
o
p
p
o
rtu
n
ities f
o
r
en
g
ag
in
g
the
m
in
sti
m
u
l
atin
g
activiti
es
th
at will
sti
m
u
l
ate
th
e
learnin
g
exp
erience
lead
in
g
to i
m
p
rov
ed
oral
Eng
lish
abilities
Self
-
Perceptio
n
s
an
d
T
h
o
u
g
h
t
Pro
m
p
tin
g
stu
d
en
ts to
en
g
ag
e in self
-
reflectio
n
ab
o
u
t their
learnin
g
and
m
a
ster
y
of
o
ral
Eng
lish
The
m
es
an
d
Sub
-
T
h
e
m
es f
ro
m
Stu
d
en
ts’ Co
n
stru
cted
Res
p
o
n
ses
(
Su
rvey
Ite
m
10
)
(
Qu
alitat
iv
e)
Stu
d
en
t co
m
m
en
ts
ab
o
u
t their ‘
Thin
k
in
g
Abo
u
t L
earnin
g
Eng
lish
’
X
X
X
LSC (
2
0
)
“
I
n
eed
m
o
re
co
m
m
u
n
icati
o
n
with th
e teac
h
er
,
b
u
t
lack
cou
rage.”
“
A
n
d
also
,
I
f
eel a li
tt
le nervo
u
s”
•
•
•
OP (
8
8
)
Sp
eak
m
o
re,
pra
ctice
m
o
re
.
Every
d
a
y
cou
ld
ha
v
e a
to
p
ic to talk
abo
u
t.
Fin
d
a
p
artner
to t
alk
with. L
ist
en
to
so
m
e
radio
s o
r
watch
so
m
e
Eng
lish
f
il
m
s
m
o
re
o
f
ten
.
Use
FI
F as
o
f
ten
as I
can.
•
•
•
LP
(72
)
I
th
in
k
list
en
in
g
to Eng
lish
r
ad
io
and
watchin
g
Eng
lish
m
o
v
ies an
d
talk sh
o
w can r
e
ally
help
us
a
lot! I
thin
k
in
oral class,
th
e te
acher can sp
eak s
l
o
wly
so
I
can
u
n
d
erstand
and
co
u
l
d
kn
o
w ho
w to s
p
eak.
•
•
•
PP (
1
)
Multip
le r
e
ad
in
g
and
m
i
m
icr
y
•
RP (23
)
I
thin
k
we
sh
o
u
ld
op
e
n
ou
r
h
o
rizon
s to
lear
n
Eng
lish
.
For exa
m
p
le,
readin
g
m
o
r
e
an
d
m
aster
m
o
r
e
v
o
cabu
lary
.
•
•
•
GP (
1
)
So
I
sh
o
u
ld
r
ecite
word
and
le
arn g
ra
m
m
a
r
ev
e
ry d
ay
.
•
•
•
VP (
9
)
For exa
m
p
l
e,
re
ad
in
g
m
o
re
an
d
m
aster
m
o
r
e
v
o
cabu
lary
.
•
•
•
W
P
(1)
It
is i
m
p
o
rt
an
t to write
.
•
LD
(10
)
I
n
add
itio
n
to th
e us
u
al top
ic of
interest, bu
t als
o
clo
ser to o
u
r
stu
d
en
t lif
e
•
LG
(1
)
Pr
actice
thr
o
u
g
h
ga
m
es.
•
LM
(8)
I
wan
t to
h
av
e
m
o
re
m
o
tiv
ati
o
n
to learn Eng
lish
,
b
u
t
I
d
o
n
't kn
o
w ho
w to d
o
.
•
•
•
NET
(
2
)
I
also
su
g
g
est th
at we
th
e stu
d
en
ts f
in
d
ti
m
e to
p
ractice
betw
een u
s.
•
•
The
m
es
an
d
Sub
-
T
h
e
m
es f
ro
m
Stu
d
en
ts’ Surv
ey
Resp
o
n
ses
(Quan
titativ
e)
Stu
d
en
ts’ Selected
Res
p
o
n
ses
to Su
rv
ey
Ite
m
s
X
X
X
1
.
I
so
metim
es
sp
e
n
d
ti
m
e thin
k
in
g
abo
u
t way
s to
i
m
p
r
o
v
e
m
y
o
ral
Eng
lish
•
2
.
Fo
r
m
e to i
m
p
ro
v
e
m
y
oral
Eng
lish
,
I
mu
st stu
d
y sma
rter
,
g
et plen
ty of res
t,
e
a
t an
d
dr
in
k plen
ty
of n
u
tritio
u
s fo
o
d
,
g
et plen
ty of exerci
se
(all
o
f
the ab
o
v
e)
•
•
3
.
I
b
eliev
e
p
ro
n
u
n
cia
tio
n
is th
e
m
o
st
i
m
p
o
r
tan
t asp
ect o
f
o
ral
Eng
lish
•
4
.
The p
ri
m
ar
y
rea
so
n
I
cho
o
se n
o
t to
sp
eak in
class is t
h
at
I
d
o
n
’t
kn
o
w h
o
w to
sa
y wh
a
t I
wa
n
t to sa
y
•
•
•
5
.
The
la
ck of ti
me
need
ed
to lea
rn
an
d
p
ra
ctice/lo
w o
r
n
o
mo
tiva
tio
n
is
m
y
greatest chall
en
g
e that k
eeps
m
e f
ro
m
i
m
p
rov
in
g
m
y
oral
E
n
g
lish
•
•
6
.
I
f
in
d
that
sp
ea
kin
g
with
a n
a
tive E
n
g
lish
sp
ea
ker
is th
e
b
est way
to i
m
p
ro
v
e
m
y
oral
Eng
lish
•
7
.
M
y
cur
rent lev
el
of
oral E
n
g
lish
is
a
vera
g
e/b
elo
w a
ve
ra
g
e
•
•
8
.
I
an
ticip
ate
m
y
l
ev
el of
oral E
n
g
lish
to b
e
excellen
t
—
like a
n
a
tive E
n
g
lish
sp
ea
ker/a
b
o
ve avera
g
e
•
•
9
.
I
b
eliev
e sp
en
d
in
g
ti
m
e thin
k
in
g
and
talkin
g
with o
th
ers
ab
o
u
t way
s to
i
m
p
rov
e
m
y
oral
E
n
g
lish
wou
ld
h
elp
a
g
rea
t
d
ea
l/h
elp
mu
ch
•
•
No
te: Adap
ted
f
rom
p
rior
r
esea
rch c
o
n
d
u
cted
by
Elliott & Oli
v
er
[
2
5
].
No
te: T
h
e “
—
” in
d
icates a the
m
e
(ca
teg
o
ry
),
and
the “
X” a
su
b
-
th
e
m
e th
at intersects
with
e
ach o
v
erar
ch
in
g
su
b
-
th
e
m
e
(su
b
-
cate
g
o
ry
).
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Cognit
iv
e p
erc
eptions
of second l
angu
ag
e
acqu
isi
ti
on in
c
hin
ese
un
dergr
aduate
…
(
Ro
be
rt Way
ne
Ell
iott
)
517
The
use
of
E
ngli
sh
only
in
the
co
ns
tr
uctio
n
of
the
sur
vey
was
an
oth
e
r
li
m
it
a
ti
on
to
co
ns
ide
r,
w
hic
h
was
delim
i
te
d
by
us
in
g
sim
pl
e
la
ng
ua
ge
an
d
hav
in
g
sel
ect
ed
stu
den
ts
w
ho
wer
e
not
in
th
e
sa
m
ple
po
pul
at
ion
rev
ie
w
the
s
urvey
pri
or
t
o
it
s
dep
l
oym
ent.
This
al
lowe
d
f
or
any
foreseea
bl
e
pro
bl
em
s
to
be
res
olv
e
d
a
he
ad
of
tim
e.
The
fina
l
lim
it
ation
wa
s
that
of
respo
nd
e
nt
bias
due
to
c
ultur
al
in
f
luence,
as
st
udents
an
d
Asia
ns,
in
their
pe
rce
ptio
n
they
s
hould
respo
nd
posit
ively
du
e
t
o
the
possi
bili
ty
they
m
a
y
be
identifie
d
an
d
thei
r
respo
ns
es
m
ay
i
nf
l
uen
ce
thei
r
fi
nal
gra
de
i
n
the
cl
ass.
M
or
e
over,
it
is
not
unc
omm
on
for
Asian
stu
de
nts
to
respo
nd
fa
vora
bly
to
s
up
e
rio
r
s,
eve
n
i
f
it
m
e
ans
bein
g
dishon
e
st
in
thei
r
r
esp
on
ses
on
a
su
r
vey.
T
o
hel
p
a
vo
i
d
this
from
happ
enin
g,
t
he
s
urv
ey
instru
ct
io
ns
enc
oura
g
ed
pa
rtic
ipants
to
be
honest
i
n
the
ir
res
pons
es
an
d
to
l
d
stud
e
nts
th
ei
r
par
ti
ci
patio
n
i
n
the
s
urvey
w
ou
l
d
have
no
e
ff
ect
on
their
gr
a
de
i
n
the
cl
ass
as
t
heir
res
pons
es
are c
om
plete
l
y
an
on
ym
ou
s
.
T
hey w
e
re als
o no
t
giv
e
n
a
ny i
ncen
ti
ve
for c
om
ple
ti
ng
the
s
urv
ey
.
On
e
im
po
rta
nt
assum
ption
in
this
stud
y
in
volve
d
pa
rtic
ipa
nts’
a
bili
ty
to
read
a
nd
unde
r
sta
nd
al
l
of
the
s
urvey
c
onte
nts
in
En
glis
h,
an
d
a
re
a
ble
to
c
omm
un
ic
at
e
their
qual
it
ative
th
oughts
i
n
En
glish
com
plete
ly
and
acc
urat
el
y
in
the
ope
n
-
e
nd
e
d
it
em
of
t
he
sur
vey.
As
the
subj
ect
s
of
this
st
ud
y
are
colle
ge
fr
e
sh
m
en
con
ti
nuin
g
to
s
tud
y
E
ng
li
sh
a
s
their
first
for
ei
gn
la
ng
uag
e
,
their
com
m
and
of
the
E
ngli
sh
la
ngua
ge
is
qu
it
e
lim
it
ed.
Ho
we
ver,
al
l
colle
ge
fr
es
hm
en
acqui
re
at
le
ast
10
ye
ars
of
le
a
rn
i
ng
w
ritt
en
E
ng
li
sh
and
m
us
t
pa
ss
the
national
colle
ge
entra
nce
e
xa
m
to
enter
the
un
i
ver
sit
y.
Anothe
r
ass
um
pti
on
was
that
al
l
stu
den
ts
we
re
able
t
o
acce
ss
the
surv
ey
on
li
ne
in
China.
Gi
ven
th
e
survey
is
hos
te
d
on
a
U
.S.
web
sit
e
an
d
C
hin
a
sel
ect
ively
blo
c
ks
acce
ss
to
c
e
rta
in
no
n
-
C
hin
es
e
URLs
(eit
he
r
pa
rtia
ll
y
or
c
om
plete
ly
),
it
was
un
ce
rtai
n
wh
et
her
so
m
e
or
al
l
stud
e
nts
w
ould
be
able
to
acc
ess
the
sur
vey
us
in
g
their
C
hi
nese
-
m
anufacture
d
I
-
ph
ones.
Wh
il
e
s
om
e
st
ud
e
nts
wer
e
s
uccess
f
ul
in
acce
ssin
g
an
d
c
om
pletin
g
the
survey
,
a
fe
w
we
re
no
t
bu
t
us
e
d
a
com
pu
te
r
or
diff
e
re
nt
phone to
acces
s and c
om
plete
it
su
ccess
fu
ll
y
.
As
one
of
the
pr
im
ary
go
al
s
of
this
st
ud
y,
e
xam
ining
stu
de
nts’
thi
nk
i
ng
and
t
heir
pe
rs
pe
ct
ives
ab
ou
t
their
jo
urney
to
acq
uiri
ng
or
al
Eng
li
sh
as
their
first
for
e
ign
la
ng
uage
can
bri
ng
a
bout
m
or
e
think
i
ng
by
stud
e
nts
a
nd
t
he
ir
te
acher
s
ab
ou
t
t
he
possi
ble
too
ls
a
nd
str
at
egies
that
ca
n
certai
nly
assi
st
stud
e
nts
with
thei
r
acqu
isi
ti
on
of
or
al
E
ngli
sh
ski
ll
s
and
a
bili
ti
es.
A
s
s
uc
h,
te
a
cher
s
an
d
stu
de
nts
are
e
ncouraged
to
sp
e
nd
t
i
m
e
in
cl
ass
thin
king
and
dial
oguing
ab
ou
t
w
hat
w
orks
well
f
or
t
h
em
and
w
hat
do
e
sn’t
w
ork
well
.
T
hro
ughout
t
he
course
of
this
s
tud
y,
st
udents
wer
e
ex
posed
to
WeChat
s
oci
al
m
edia
and
the
F
IF
sp
eec
h
app
li
cat
io
ns
as
tool
s
for
them
to
us
e
outsi
de
of
cl
ass
t
o
pr
a
ct
ic
e
their
or
a
l
En
glish.
T
he
y
wer
e
al
so
intr
oduce
d
t
o
m
or
e
con
te
m
po
ra
ry
m
et
ho
ds
of
la
ngua
ge
te
achi
ng
an
d
le
ar
ning
that
placed
t
hem
at
the
center
of
t
heir
l
earn
i
ng
act
ivit
ie
s,
as
op
pose
d
to
the
m
or
e
antiquate
d
fac
ulty
-
cente
red
a
ppr
oach
e
s
they
had
bee
n
accustom
ed
to
pr
io
r
to
enteri
ng
the
un
i
ver
sit
y.
Most
oft
en
le
ft
to
their
own
de
m
ise
fo
r
w
hat
and
how
t
o
stu
dy
an
d
pract
ic
e,
this
br
a
nd
-
new
ex
pe
rience
was
ve
ry
foreig
n
a
nd
un
c
om
fo
rta
ble
to
them
un
ti
l
they
reali
zed
they
wer
e
in
a
safe
env
i
ronm
ent
t
h
at
al
lowe
d
them
to
m
ake
m
ist
akes
and
le
arn
f
ro
m
t
hem
.
In
ad
diti
on
,
bein
g
gi
ve
n
the
opport
un
it
y
to
vid
e
o
-
recor
d
t
heir
own
oral
En
glish
pr
es
en
ta
ti
on
s
on
their
own
ti
m
e
ou
tsi
de
of
cl
ass
ins
te
ad
of
ta
kin
g
up
valu
able
cl
ass
tim
e
and
ha
ving
on
ly
one
c
ha
nc
e
to
do
thei
r
best
ga
ve
the
m
m
or
e
fr
ee
dom
and
opport
un
it
ie
s
to
pr
act
ic
e
their
sp
eakin
g
abili
ty
as
of
te
n
as
t
hey
wish
to
im
pro
ve
their
or
a
l
Eng
li
sh
sk
il
ls
in
a
non
-
threate
ning e
nv
i
ronm
ent.
On
e
reco
m
m
e
nd
at
io
n
is
to
con
ti
nue
this
stud
y
with
se
m
i
-
structur
e
d
intervie
ws
in
di
vid
ually
or
thr
ough
f
oc
us
g
r
oups
with
st
ud
e
nts f
r
om
this
sam
ple
to
so
l
ic
it
deep
er
thin
king
a
nd
ric
her
com
m
entaries
about
their
co
gnit
ive
per
ce
ptio
ns
.
O
ne
reas
on
f
or
t
his
is
the
pe
rce
ived
ina
bili
ty
of
stu
den
ts
i
n
th
is
sa
m
ple
to
ex
pr
es
s
them
sel
ves
m
or
e
c
om
plete
l
y
and
acc
ur
at
e
ly
in
an
onli
ne
su
r
vey
that
they
com
plete
on
t
heir
own.
Sem
i
-
structu
re
d
inte
rv
ie
ws
with
t
op
ic
s
c
reated
us
in
g
the
res
ul
ts
of
this
stu
dy
m
a
y
help
to
facil
it
at
e/
pr
om
pt
par
ti
ci
pa
nts
to
pr
ovide
m
or
e
tho
r
ough
res
pons
es
to
eac
h
top
ic
,
th
u
s
pro
vid
in
g
m
or
e
qu
al
it
at
ive
data
to
analy
ze
an
d
de
rive
m
or
e
pointed
resu
lt
s.
I
t
is
al
so
recom
m
end
ed
th
e
fin
dings
in
thi
s
stu
dy
guide
fu
t
ur
e
stud
ie
s
t
hat
f
oc
us
on
te
ache
r
s’
c
ogniti
ve
pe
rcep
ti
ons
of
their
te
ac
hing
pr
act
ic
es
a
nd
the
ef
fects
of
these
pr
act
ic
e
s
on
stud
e
nts’
c
ogniti
ve
pe
rcep
ti
ons
about
i
m
pr
oving
thei
r
acq
uis
it
ion
of
or
al
E
ng
li
s
h.
Muc
h
can
be
rev
eal
e
d
by
ad
m
inist
ering
the
su
r
vey
con
ta
i
ning
the
sam
e
qu
e
sti
on
s
rewo
rd
e
d
to
ask
what
they
belie
ve
their
stud
e
nts
w
ould
sel
ect
as
the
ir
res
pons
e.
Com
par
in
g
t
he
stud
e
nts’
a
nd
te
achers
’
respo
ns
es
would
pr
ov
i
de
a
m
or
e
ho
li
sti
c
view
of
t
he
sim
il
arit
ie
s
and
di
ff
e
ren
ces
i
n
think
i
ng
a
bout
th
ei
r
te
achin
g
an
d
le
arn
i
ng
pr
ac
ti
ces
that
w
ou
l
d
ser
ve
to
guide
te
a
cher
s
an
d
st
udents
to
ward
m
or
e
e
ff
ect
i
ve
w
ay
s
to
te
ach
a
nd
l
ear
n
or
al
E
ngli
sh
t
o
acqu
i
re th
e
lan
gu
a
ge.
4.
CONCL
US
I
O
N
As
sta
te
d
at
t
he
be
ginnin
g
of
this
st
ud
y,
Ch
inese
st
ud
e
nts
are
faced
with
a
m
ilieu
of
c
ha
ll
eng
es
i
n
their
pur
su
it
of
acqu
i
rin
g
E
ngli
sh
as
a
seco
nd
la
ngua
ge.
Si
m
il
arly
,
EFL/
ESL
te
ache
rs
exp
e
rience
t
he
ir
own
sh
are
of
di
ff
ic
ulti
es
as
they
too
str
uggle
to
find
the
be
st
ways
to
te
ach
En
glish
to
Chinese
unde
r
gr
a
du
at
e
stud
e
nts.
As
th
is
stud
y
set
ou
t
to
rev
eal
st
udents
’
co
gnit
iv
e
per
ce
ptio
ns
about
im
pr
ov
i
ng
t
heir
or
al
E
ng
li
s
h
sk
il
ls,
it
becam
e
evide
nt
th
at
f
ocusi
ng
their
a
tt
ention
on
thei
r
pe
rce
ptions
a
nd
m
ispercep
ti
on
s
re
vealed
in
this
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
3
,
Sept
e
m
ber
2019
:
510
-
518
518
stud
y
was
w
ort
h
ta
lking
a
bout
in
their
cl
asses
and
t
hu
s
se
r
ved
t
o
ai
d
the
m
in
their
purs
uit
of
ac
qu
iri
ng
their
or
al
E
ngli
sh
go
al
s
.
Wh
il
e
t
he
re
s
ults
of
this
stud
y
a
re
ce
rta
inly
inf
or
m
at
ive
an
d
a
re
inte
nd
e
d
t
o
sti
m
ul
at
e
dialo
gu
e
s
about
the
to
pi
c,
the
sco
pe
of
this
stu
dy
is
na
rrow
ly
fo
c
us
e
d
as
i
ntent
ed
a
nd
ha
ving
stu
den
ts
disc
us
s
t
heir
thoughts
in
cl
a
ss
about
it
s
m
a
ny
aspects
can
fo
ste
r
dee
per
c
onve
rsati
ons
about
their
thi
nkin
g.
A
nd
th
us,
these
conve
rsati
ons
can
s
pa
rk
heal
thy
de
bate
whic
h
m
ay
pr
ove
to
be
co
ns
tr
uc
ti
ve
if
m
anaged
pro
per
ly
.
Mor
e
i
m
po
rtantl
y,
th
e
fin
dings
re
ve
al
root
cause
s
to
the
pro
ble
m
s
stud
e
nts
f
ace
in
their
st
rug
gle
t
o
ac
quire
th
e
la
nguag
e
a
nd
thu
s
hel
ps
the
m
to
reali
ze
wh
et
he
r
or
not
their
per
s
pecti
ve
s
ab
ou
t
their
jour
ney
to
a
cq
ui
re
th
e
la
nguag
e
are
c
orrect
-
m
os
t of
t
en,
t
heir o
wn
m
ispercep
ti
ons
abou
t
w
hat wo
rk
s
w
el
l.
Ultim
at
ely,
the
m
ix
of
quantit
at
ive
and
qual
it
at
ive
find
i
ng
s
from
this
stud
y
are
ver
y
in
for
m
at
i
ve,
bu
t
m
erely
scratch
the
su
r
face
as
a
new
be
ginnin
g
to
delve
deep
e
r
into
th
e
m
ind
s
of
th
e
stud
e
nts
—
to
m
ake
stronge
r
co
nne
ct
ion
s
bet
ween
theor
y
an
d
pract
ic
e
to
enh
ance
stude
nts
’
and
te
ache
rs
’
risk
-
ta
king
str
at
egies
and
a
bili
ti
es
fo
r
im
pr
ovin
g
the
EFL/ES
L
te
achin
g
-
le
a
rn
i
ng
e
nviro
nm
e
nt.
H
oweve
r,
t
he
us
e
of
t
his
m
ixed
m
et
ho
d
strat
e
gy
fo
r
ca
se
stu
di
es
affords
pr
a
ct
it
ion
ers
a
nd
researc
hers
the
abili
ty
to
exam
ine
the
chall
eng
e
s
m
or
e
ho
li
sti
cal
ly
in
their
ef
forts
to
a
dap
t
their
pract
ic
e
and
resea
rch
to
res
pond
to
the
chall
en
ges
m
or
e
com
plete
ly
an
d
eff
ect
iv
el
y.
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om
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unic
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