Non-English Major Students’ Perception of Factors Influencing English Proficiency in China

Abstract

This study aims at investigating Non-English major students’ perception of factors that influencing English proficiency in China. The research was conducted by using a non-experimental quantitative research design by a questionnaire survey. A total 300 Non-English Major students from second year from different duration of learning English in Henan Polytechnic University was collected to complete this survey. The research findings revealed the learning strategies of Non-English major students in Henan Polytechnic University has most significantly affect on English proficiency among four potential factors. The hypothesis testing results indicated that the perception of students who began learning English from primary school were statistically significantly higher than those who began learning English from middle school with respect to factors influencing English proficiency. The findings recommended that the government should provide more supports to English language learning in primary school, the English teacher should pay attention to male students’ English learning and help students improve their learning strategy in English learning.

Non-English Majored Learners' Perception, Expectation and Difficulties Towards ELT Classroom

“…Giving encouragement by praising and giving positive feedback will make the students feel being supported during the process of learning. Yuntao (2019) pointed out that motivation in the language learning took the biggest factor on learners' English proficiency. On the other hand, giving bad remarks or responses towards the students' performance in the learning activities either from the lecturer or peers will result in the students' anxiety to take part in the study (Ngoc & Mai, 2020;Patau, 2018).…”

“…These scopes were proven to be contributive to improve the quality and the success of an ELT classroom as shown in some research findings, i.e. perception (Iftanti & Maunah, 2021;Yuntao, 2019;Badiozaman, Leong & Jikus, 2019;Emiliasari & Kosmajadi, 2019;Budianto, 2019), expectation (Loveta, Loeneto, & Vianty, 2020;Eriani, Pratolo, Nailufer & Astuti, 2019;Gadu & Mahsun, 2018), perception and expectation (Halim, et. al, 2021), difficulties (Hajar & Rahman, 2022;Ngoc & Mai, 2020: Patau, 2018.…”

“…Students with high academic self-efficacy towards English managed to achieve good performance in English because they highly valued English in spite of their average English proficiency. Yuntao (2019) conducted non-experimental quantitative research dealing with factors affecting English proficiency of non-English majored students from their own perspectives. The study was carried out to a total of 300 second year students of Henan University, China, through questionnaire survey.…”