The Theory of Planned Behavior and Chinese ESL Students’ In-class Participation

Abstract

Abstract-Chinese demand for American-style education is on the rise as many Chinese students seek opportunities to gain a true global education in China. However, importing US education style in China is challenging. American education emphasizes the importance of students' in-class participation; however, Chinese students' reluctance to communicate in class is notoriously strong. To explain such reluctance, scholars have focused their attention on constructs such as "willingness to communicate" and "communication anxiety" (Ellis, 2012). In our study we proposed a different approach to understand Chinese ESL students' in-class participation, by using the Theory of Planned Behavior (TPB; Fishbein & Ajzen, 2010). TPB applies to any human behavior under volitional control and has been successfully applied in several fields, such as health psychology, sports, and marketing. Our theoretical TPB-based model was tested by administering a questionnaire to 133 Chinese university students enrolled in a Sino-American university located in South-East China. Data were analyzed using partial least squares (PLS) path modeling method (Hair, Hult, Ringle, & Sarstedt, 2014). Overall, our findings provided some initial support to our proposed model. The model accounted 39% of explained variance in intention to participate in class. The stronger predictors for students' participation were attitudes toward participation and self-efficacy. Gender also appeared to play a role: Female students reported statistically stronger intentions to participate in class. In our future research we plan to further test our model and expand it by considering the contribution of additional constructs, such as face-saving and communication anxiety.Index Terms-theory of planned behavior, SEM, partial least squares, in-class participation, willingness to communicate, Chinese ESL students

Macao College Freshman Students’ Beliefs and Intentions regarding Learning English as a Foreign Language (EFL): A Theory of Planned Behaviour Perspective

“…It revealed that the students' attitudes concerning m-learning, subjective norm, and behavioural control influenced their intention to adopt m-learning, inferring that the adoption needs should be regarded from different perspectives. Another study on Chinese ESL students' in-class participation revealed that the stronger predictors for students' participation were attitudes toward participation and self-efficacy, and female students had stronger intentions to participate in class (Girardelli & Patel, 2015). TPB framework was also applied in research to teacher's intentions and behaviour in the classroom (Lee et al 2010).…”

Rethinking student participation in the college classroom: Can commitment and self‐affirmation enhance oral participation?

“…Almost all professors would like greater oral participation—especially in large lecture classes. The numerous articles and studies concerned with increasing participation are self‐evident examples of this concern (Banks, 2008; Fredricks, Blumenfeld, & Paris, 2004; Girardelli & Patel, 2015; Hurt, Scott, & McCroskey, 1978; O’Connor, 2013; Rocca, 2010). Why do professors want more participation?…”

“…Participation also prepares students for leadership and collaborative work in professional careers. Being able to discuss, analyze, argue, and respond in a workforce setting is a key skill for professional success (Girardelli & Patel, 2015). “No matter how it is defined, there is strong evidence for the importance of participating in class” (Rocca, 2009, p. 22).…”

“…Instructors prefer classes where students participate (Fredricks et al, 2004; Hurt et al, 1978). Professors commonly complain that low participation creates a challenging, difficult teaching situation (Girardelli & Patel, 2015). Understandably, it is very difficult to be enthusiastic, dynamic, and engaging when students are unresponsive, and students tend to be non‐responsive in large lecture classes.…”

Gamifying Impromptu Speech for ESL/EFL Students

“…However, introducing American-style educational practices in China is in many ways challenging: Chinese students tend to be unwilling to communicate orally in class. This reticence is particularly problematic in activities that target students' speaking skills (Girardelli & Patel, 2016).…”