PERCEPTIONS OF SECONDARY SCHOOL STUDENTS REGARDING ENGLISH AS A FOREIGN LANGUAGE LEARNING: A STUDY CONDUCTED IN CHINA

Abstract

Learning and instruction methods have been impacted by the worldwide growth of English as shown in the Chinese secondary school system. Given its large student body, consistent academic atmosphere and emphasis on global competitiveness, it provides a valuable context for investigating how learners of EFL see the language. Assessment requirements, curriculum content, interpersonal interactions, learning motives, and resource availability are some of the introductory elements impacting Chinese secondary school students' views and behaviours towards English language learning. Stratified sampling which is a quantitative approach was used in this research to guarantee that all areas, school types, and grade levels were accurately reflected. After compiling 654 valid answers from the sample, the researcher employed ANOVA to find significant associations. The results show that the structure of the school curriculum significantly influences how well students learn English. Students asserted that they were more inspired, confident, and adaptable when the curriculum featured communication exercises, cultural insights, and real-world applications of the language. On the other hand, students stated that their enthusiasm was fading when the curriculum was largely focused on preparing for tests and learning by mechanical means which failed to offer them many opportunities to practise speaking English in real life. Urban and rural schools faced different challenges, including unequal access to updated resources and curriculum revisions. The research suggests that if the Chinese schooling system desires to experience long-term improvements in English education, it needs to modify the curriculum content. This will assist students in secondary school in developing better language skills, which will help them in their future careers, in school and in their capability to communicate effectively across cultures.