LEARNING ENGLISH EXPERIENCES OF TEN HIGH SCHOOL STUDENTS IN CHINA: A QUALITATIVE STUDY

1 LEARNING ENGLISH EXPERIENCES OF TEN HIGH SCHOOL STUDENTS IN CHINA: A QUALITATIVE STUDY By LI TIANHANG A Thesis Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Education Emphasis in Teaching English to Speakers of Other Languages (TESOL) Faculty of Education Asia-Pacific International University Year 2022

ii Thesis Title: Learning English Experiences of Ten High School Students in China: A Qualitative Study Author: Li Tianhang Thesis Principal Advisor: Josephine Katenga, PhD. Thesis Co-advisor: Chomphunut Phutikettrkit, MA Program: Master of Education with Emphasis in Teaching English to Speakers of Other Languages (TESOL) Academic Year: 2022

iii ABSTRACT English maintains its place as a primary global language that facilitates international relations in many industries worldwide. Many countries, including China, use English as a learning medium. However, English learners encounter many difficulties when learning English. This qualitative phenomenological study explored Chinese high school students’ experiences when learning the English language. Specifically, the study examined the challenges students face when learning English in school, the role of gender in learning English, and whether Chinese languages positively or negatively influenced English acquisition. Ten participants were selected through purposive sampling method. Data collection methods included interviews and focus group sessions. The findings showed that the most significant academic challenges for Chinese students when learning English were vocabulary, grammar, and lack of environment for practicing English speaking. In addition, students’ perceptions were that gender played a role in the acquisition of English. However, the Chinese language had no bearing on the English language. The findings from this study can help Chinese education authorities to improve the curriculum and provide better English teaching strategies. Future research will use multiple case studies to understand the perspectives of students, teachers, and parents.

iv ACKNOWLEDGEMENTS First of all, I would like to thank the almighty God for helping me through all the difficulties I have experienced. I would like to thank Him for blessing me with this research project and for completing it. This experience with Him strengthened my faith for now and for the future. I would like to offer my special thanks to my supervisor, Dr. Josephine Katenga, who has devoted much of her time and energy to guide me through each stage of the writing process. She gave me much valuable advice to complete the thesis. I appreciated her kindness and the feedback she gave me repeatedly to improve my paper. I want to thank her for being tolerant and patient. I also would like to give a special thanks to my friend, Chomphunut Phutikettrkit. During the global coronavirus pandemic, I could not go back to Thailand. She consistently helped me get in touch with my advisor because it was difficult to contact her from China. She also gave me ideas when I had problems moving forward with the thesis. She edited my paper and encouraged me when I lost confidence. I appreciate her support, help, and friendship. Li Tianhang

v TABLE OF CONTENTS ABSTRACT.................................................................................................................iii ACKNOWLEDGEMENTS .......................................................................................iv LIST OF TABLES ....................................................................................................viii LIST OF FIGURES ....................................................................................................ix CHAPTER 1 INTRODUCTION..............................................................................1 Background and context of the yyyyy ......................................................................1 Statement of Research Problem ................................................................................3 Purpose of study........................................................................................................6 Research questions....................................................................................................6 Significance of the study...........................................................................................6 Limitation..................................................................................................................7 Delimitation ..............................................................................................................7 Definition of terms....................................................................................................7 Organization of the Study .........................................................................................8 CHAPTER 2 REVIEW OF THE LITERATURE................................................10 Theories on Learning English ................................................................................10 Sociocultural Theory- Zone of Proximal Development.....................................11 Theory of Learning Style ...................................................................................12 Motivation Theories...........................................................................................14 Factors Affecting English Learning in China .........................................................16 Academic Challenges in Learning English.............................................................17 Vocabulary .........................................................................................................17 Grammar.............................................................................................................18 Listening.............................................................................................................19 Pronunciation .....................................................................................................20 Reading...............................................................................................................20 Writing. ..............................................................................................................21 Pedagogical Problems.............................................................................................22 Inexperienced Chinese English Teachers...........................................................22 Use of Teacher-Centered Methods to Teach Language. ....................................23

vi Use of Chinese Language to Explain English....................................................24 Non-Native English Teachers. ...........................................................................25 Effect of Chinese Languages on English Learning.................................................25 Differences Between English and Chinese languages .......................................26 Regional Differences That Affect Language Learning. .....................................27 Effect of Being Bilingual in Learning Languages. .................................................28 Motivation to Learn the English Language.............................................................29 Gender30 Conclusion ..............................................................................................................31 CHAPTER 3 RESEARCH METHODOLOGY....................................................33 Introduction.............................................................................................................33 Research questions..................................................................................................33 Research design.......................................................................................................33 Participants..............................................................................................................34 Sampling Methods ..................................................................................................35 Data Collection Methods and Procedure.................................................................35 Instrumentation...................................................................................................35 Interviews...........................................................................................................36 Focus Group .......................................................................................................38 Data Analysis .....................................................................................................38 Ethical Issues......................................................................................................39 My Role as a Researcher....................................................................................40 Trustworthiness.......................................................................................................41 Conclusion ..............................................................................................................42 CHAPTER 4 FINDINGS ........................................................................................43 Introduction.............................................................................................................43 Participants..............................................................................................................44 Findings from Analysis...........................................................................................46 Challenges in learning English ...............................................................................46 English Language Skill Development................................................................46 Conclusion ..............................................................................................................57 CHAPTER 5 DISCUSSION ...................................................................................58 Introduction.............................................................................................................58 Summary of Findings..............................................................................................58

vii Question 1: What challenges do Chinese high school students face when they learn English?......................................................................................59 Vocabulary .........................................................................................................59 Speaking and Pronunciation...............................................................................60 Need for an Environment for Practicing English ...............................................61 Teacher’s Methods of Teaching.........................................................................61 Question 2: Are there differences in male and female students' experiences when learning English? ...........................................................63 Question 3: What effect do the local Chinese languages have on learning English as a second language? ....................................................................63 Other Findings.........................................................................................................65 Students’ Motivation. .........................................................................................65 Students’ Emotions ............................................................................................66 Parents’ Support. ................................................................................................66 Conclusion ..............................................................................................................67 CHAPTER 6 CONCLUSION.................................................................................68 Overview of the Main Findings ..............................................................................68 Limitations of the Study..........................................................................................68 Recommendations...................................................................................................68 Recommendations for the School ......................................................................69 Future Research.......................................................................................................69 Conclusion ..............................................................................................................70 REFERENCE LIST...................................................................................................71

viii LIST OF TABLES Table 1. Interview Protocol..........................................................................................37

ix LIST OF FIGURES Figure 1. Language Learning Theories.......................................................................11 Figure 2. Factors That Affect Learning English .........................................................18 Figure 3. Data Collection and Analysis Processes......................................................40 Figure 4. Difficulties with Language Learning Skills ................................................47 Figure 5. Other Factors that Influence Language Learning........................................48 Figure 6. Conceptual Framework ...............................................................................57

1 CHAPTER 1 INTRODUCTION English is a global language spoken by 1.35 billion people and is an official language in 67 countries. English is a worldwide language used to maintain international relationships in commerce, science, technology, business, education, and tourism (Rao, 2019). Although the English language is widespread globally, and many countries have used it as a medium for learning, students struggle to learn it because it is complicated. Many factors contribute to the English language learning problems: language learning processes, first language influences, non-native English teachers’ teaching strategies, and learners’ motivation. Background and context of the study Britain, where the English language originates, has been the center of industry and innovation since the Industrial Revolution. Countries that traded with Britain needed to learn English to conduct commerce. As trade became a world endeavor leading to cultural pluralism, English became essential for communication. Commercial companies have become more internationalized, resulting in most business organizations establishing offices in countries across the globe. On the political stage in 1920, the English language was given prominence when it was used for the proceedings of the League of Nations (Crystal, 2003). Western influence in China increased “due to the great voyages which had opened a way across the Atlantic, around the Cape of Good Hope, and around Cape Horn. Western traders and missionaries had begun to reach the coast of China by sea

2 even before the end of the seventeenth century” (Lattimore & Lattimore, 1944, para. 2). The English, Portuguese, Spanish and Dutch traders came looking for products to trade with China. The countries brought with them their cultures, their languages being one. The English, however, ended up dominating the other nationalities by the end of the eighteenth century through the dominance of the British East India Company. Fast forward to the twentieth century, China found itself at an inflection point: continue the dismal performance of the Chinese economy or bring about prosperity and development. Chinese leader Deng Xiaoping 1978 ushered through economic reforms that have propelled China to the position of economic dominance that it enjoys today. (Kopf & Lahiri, 2018; Morrison, 2019). With China’s rise on the world stage in recent years, business and cultural ties with other countries have been strengthened. China’s economic growth increased the demand for learning English as more organizations began to attach great importance to the English language because of its role as a medium of communication in the global economy (Bolton & Graddol, 2012). As a result, the Chinese government sent Chinese students abroad to acquire English language skills while pursuing university degrees. Research shows 3,058,600 Chinese students have studied overseas, ranking China above other countries promoting English language learning (Neubauer et al., 2015). Returning overseas students have played a significant role in promoting the development of English in China. China does not have a long history with the English language. English was introduced in China's educational system in 1902 (Qi, 2016). Over the years, China has accepted English as a core subject in its curricula. Zheng (2012) states, “English is treated as a most important foreign language in China, and it has been taught in most

3 Chinese public schools” (p. 5). Presently, China has become the world’s largest English education market. According to Bolton & Graddol (2012), about 400 million people, one-third of China’s population, are learning English. The rapid growth of private language schools and training institutions across the country has further enhanced the English language’s importance within the national educational system (Bolton & Graddol, 2012). However, the favorability of the English language because of its economic value portrays a hegemonic influence on Chinese ideology and culture, a problem that some authorities grapple with today (Shang, 2020), even though the government continues to develop better English teaching processes. Statement of Research Problem While English is spoken in many countries, learning it has its problems. These problems differ from one country to another. In Tunisia, teachers lack teaching resources, and learners have limited cultural knowledge of the English language, necessary for authentic practical English lessons. Like Tunisia, Japan also has problems with learning resources. Although Japanese students study English for six years in junior and high school, they fail to speak the language because they focus on examinations. Students learn and memorize grammar without using the language in conversations. Students only focus on passing the examination (Ikegashira, Matsumoto & Morita, 2009). Their primary purpose for learning English is to prepare for tests and graduate. In addition, other problems come from the English textbooks because, unfortunately, the textbooks are not contextualized because they are written by native English speakers who are not experts in teaching English as a Foreign Language (EFL) (David, 2018). Pronunciation is also another problem with learning English. Students have difficulties pronouncing English words because of English Orthography— “the

4 specific patterns of correspondences between the graphic and phonological forms…” (Miller, 2019, p. 1) of the English language. “As one of the deepest alphabetic orthographies, the orthography of English is highly irregular and inconsistent in the relationships between letters and sounds, with many instances of a single letter representing multiple sounds, single sounds being mapped onto multiple different letters, and combinations of letters representing single sounds.” (Miller, 2019). Some Southeast Asian governments like Thailand, Vietnam, and Indonesia focus less on pronunciation because of this language characteristic (Nguyen, 2011). Another problem with teaching English is the lack of teachers’ preparation for teaching English. Teaching strategies play a huge role in helping students learn the English language (Bao & Sun, 2010). In a study conducted in Thailand about the professional needs of English teachers, Noom-ura (2013) found that methods used by teachers in the classroom were not conducive to encouraging students to practice the language. The teachers had problems teaching writing and giving students experience in learning English in the school. He attributed this problem to a lack of knowledge and little exposure to English teaching strategies. English learners in Chinese education institutions face similar challenges that hamper their English language acquisition. Like Japan, the curriculum in China emphasizes grammar and focuses on ensuring that students learn English for examinations. This focus on examination encourages teachers to use teacher-centered methods that give students less time to practice the language. When students are taught without experiencing the language in class, they have book knowledge called “dumb English,” which means they can read but cannot speak the language (He, 2013).

5 The Chinese Ministry of Education (MOE) has revised the English curriculum for secondary schools several times. In 2003 the MOE promoted a student-centered English curriculum for secondary schools and revised the curriculum later in 2011. In addition, the government has promoted student-centered learning strategies, including communicative language teaching (CLT), to improve how students learn English. CLT is a strategy that uses authentic, real-life situations requiring students to practice English outside of the classroom (Li & De Costa, 2018). According to Li and De Costa (2018), there are problems with this strategy because teachers must develop lessons that include real-life situations. Furthermore, unfamiliarity with the strategy, large classes, and limited resources make it difficult for teachers to implement CLT. Post-method pedagogy for English teaching has also been suggested to help teachers become mindful of their teaching methods, be aware of students’ cultural backgrounds, and develop goals that meet students’ needs. Reflecting on their teaching and analyzing how they teach enables them to improve their English pedagogy (Li & De Costa, 2019). Some teachers have tried implementing task-based language teaching (TBLT). Unfortunately, some of the teachers do not have expertise in implementing TBLT. Other teachers fail to implement TBLT because of the challenge of focusing on examinations. Even though the government has tried to promote student-centered learning strategies to ensure better student results, “student-centered has not taken root in all regions” (Wright & Zheng, 2017, p.5). Other problems come from the differences in language structures. The English language structure differs from the Chinese language structure. Chinese students have difficulties differentiating between the English language structures and their language (Chawwang, 2008). Thus, students find it difficult to express themselves in English

6 because the first language interferes with the second language acquisition. Sinha et al. (2009) explain that this happens because “Features that are used frequently in the language’s phonology will be more prominent than the less frequently used ones…Thus, features more prominent in the L1 system will greatly influence learner’s perception of new L2 sounds” (p, 118). These problems impact student comprehension when reading and affect their English language writing and speaking ability. However, the issues may not be the same for all students as some come from different Chinese backgrounds. Purpose of study This study explored the challenges students face when learning English in school. In addition, the study investigated whether gender plays a role in learning English and whether the Chinese languages positively or negatively influenced English acquisition. Research questions This study answered the following research questions 1. What challenges do Chinese high school students face when they learn English? 2. Are there differences in the challenges male and female students experience when learning English? 3. What effect do the local Chinese languages have on learning English as a second language? Significance of the study The results of this phenomenological study may highlight Chinese students’ experiences in learning English. This information will help educators, especially those

7 working in the Ministry of Education, revise and restructure the curriculum standards to improve English instruction. Through the results of this study, teachers can use the findings to understand students’ problems and develop more effective instructional methods and strategies to improve the quality of learning. According to the results of this study, students and readers can compare the challenges and problems they face in learning English and conduct targeted training to improve their learning efficiency. Furthermore, this study's results will provide information for future research on English teaching and learning in high school. Limitation Since phenomenological studies only require a few participants, the findings will not generalize to the larger population because each student’s context and educational background are different. In addition, the results of this study may be limited to the students in this particular class and may not reflect the behaviors of other students in other grades or schools in China. Due to Covid 19, data collection was through Video phone calls on WeChat meetings. WeChat meetings are sometimes problematic as a researcher cannot control the students’ environment despite requesting privacy. There was no assurance that other people were not listening to the students, thus making it difficult for them to provide candid responses. In some cases, the Video phone calls and meetings were short. Delimitation The study is delimited to Chinese students in Gong Zhu Ling No.1 High School in China. All the participants are Chinese students, not people from other countries living in China. Definition of terms

8 Acquisition theory: is a theory that discusses how people acquire language ability. People understand and comprehend the language the same way a person develops other skills through practice and reinforcement. Chinglish: Chinglish is a form of English spoken by Chinese people, a unique English expression with Chinese characteristics. It mixes English with Chinese vocabulary, grammar, and expression. Dumb English: the English used by people who can read and understand English but fail to speak it. When teaching the English language, the school focuses on written English for examination while ignoring oral expression and communicative application. This way of teaching produces students who cannot speak the language. Mother tongue: A native language a person learns naturally in infancy and early childhood; It is the language one learns first. Translanguaging or code-switching: Using the first language to describe and clarify words and sentences from the second language. Teacher-center approach: A teacher is an expert who imparts knowledge to students through lectures or direct instruction in the classroom. It is a mode of teaching that does not provide much student participation. The teachers teach, and the learners are passive. Organization of the Study This research is organized into five main chapters. Chapter 1 provides an overview and includes the background, context, and research questions. A relevant literature review for the study is discussed in Chapter 2. Chapter 3 introduces the methods used in this study, including the research design, selection of participants, data collection, and analysis methods. Data analysis and its interpretation are

9 described in Chapter 4, while chapter 5 discusses the findings. The recommendation and conclusions are found in Chapter 6.

10 CHAPTER 2 REVIEW OF THE LITERATURE This study explored the experiences of Chinese high school students in learning English. This chapter presents a relevant literature review and theories about English language learning. Specifically, the chapter discusses theories that explain how language is acquired and explores some factors that affect English acquisition as a second language. These aspects include linguistic problems Chinese students face in reading, writing, listening, and acquiring English vocabulary. In addition, the chapter will also consider problems resulting from pedagogical approaches, the role of students’ language and cultural backgrounds, motivation, and gender differences. Theories on Learning English Various studies have been conducted on learning a foreign language in China over the decades. Studies on policy issues ( Li, 2011; Khan et al., 2019) teachers’ perceptions (Yan & He, 2010)disparity in resources between North and South China (Hu, 2010). However, many studies have been on teaching strategies in primary schools, secondary schools, and colleges (Fan & Li, 2021; Knapp, 2021; Li & Baldauf, 2011; McLeod-Chambless, 2021; Wright & Zheng, 2017), including the use of technology to teach English ( Fan & Antl, 2020; Huang, Teo, & Zhou, 2017). Many teachers have been trying to find out how to ensure that students are learning the language. However, in many of these studies, researchers have also discussed the theory that explains language acquisition.

11 Several language acquisition theories play a pivotal role in language learning in this study. These theories include sociocultural theory, learning styles, and motivation. Figure 1. Language Learning Theories Sociocultural Theory- Zone of Proximal Development Vygotsky (1987) proposed the sociocultural theory of human learning, which combines sociocultural perspectives. These perspectives include social interactions and biological perspectives that deal with communication (Scott & Palincsar, 2013). The sociocultural theory explains how language develops and how language promotes social development and social interaction. In other words, language acquisition depends on social interaction. Vygotsky indicates that sociocultural theory, such as the Zone of Proximal Development theory, explains how children acquire the cultural values they need through cooperative dialogue with more knowledgeable society members (Vygotsky, 1962). Vygotsky (1978) defines the Zone of Proximal Development as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peer” (p. 86). Thus Vygotsky indicates that learning requires the assistance of an expert to help move a student from what he knows and can do by himself to what he English Learning Theory of learning styles Sociocultural theory Piaget’s cognitive theory Motivation theories

12 cannot do by himself. However, the student’s experience helps to assimilate and accommodate new information he is learning. Therefore, teachers teach language structures such as grammar and vocabulary in language learning. At the same time, the student brings into the learning situation what he knows from his own culture or language, then compares and contrasts, assimilates, and accommodates new language structures. The new learning is then used in interaction with the community to reinforce what is learned, as communication is the best way to improve language skills. Theory of Learning Style Most people have their preferred learning styles. Learning styles play a critical role in the classroom (Ibrahim & Hussein, 2015) because they help learners process language learning efficiently and effectively. Students can use their learning styles to improve their learning, and teachers can use them to develop individualized learning strategies for students. Fleming and Mills (1992) proposed four learning styles: visual learners, aural learners, verbal learners, and kinesthetic learners. Visual learners like to learn by using their eyes. For example, they are better at learning and remembering things through pictures or videos, charts, and diagrams (Raiyn, 2016). A study conducted in China at a Chinese university shows that Chinese college students have the highest visual learning preference, followed by auditory and kinesthetic learning (Huang et al., 2018). Aural learners use their hearing to process information that comes to them in sound or music. These learners learn best by listening to stories, lectures, or audiotapes (Lincoln & Rademacher, 2006). A study of Arab-American college students shows that auditory activities should take precedence in English teaching

13 because Arab-American college students prefer auditory learning styles (Naqeeb & Awad, 2011). Verbal learners enjoy using words, whether in speaking or writing. They are good at expressing their thoughts, so people with verbal learning styles are better at using language abilities to learn and solve problems (Logsdon, 2020). Kinesthetic learners are all about touching and preferring hands-on learning, and they are more likely to learn a language through action activities or movement (Sivilotti & Pike, 2007). Learning styles are also important for teachers because it helps them to understand how students learn and determine the teaching styles (Jackson & Lawty-Jones, 1996, Naqeeb & Awad, 2011). A study of 432 grade six students in a Thailand Catholic school showed that some students preferred to use their hearing to learn languages, and others preferred to learn by doing activities (Sawetsunthornpan, 2017). However, learning styles do not guarantee that a person will learn a language quickly. A person must assimilate and accommodate what they are learning to acquire knowledge. This means that the words and sentences one is learning must fit what already exists in a person’s mind. The new terms are accommodated and used when applied in a new environment. However, assimilation, a “process by which the sounds in different words change when combined in speech” (British Council, n.d), can be problematic for learners because of their mother tongue or first language dominance. Mukhopadhyay (2018) studied Hispanics born in the USA and foreign-born. The findings showed that those born in the USA did well in examinations as they had assimilated and accommodated the English language and could use it. However, for the Spanish people born outside of the USA, their language interfered with English. Six years later, they could speak English without the Spanish language’s interference and dominance in their language acquisition.

14 Motivation Theories Motivation, in psychology, is generally considered to involve the initiation, direction, intensity, and persistence of behavior. Furthermore, motivation can be defined as the driving force behind an individual’s actions (Rabideau, 2005). Motivation theory is essential for students when learning English. Motivation is divided into intrinsic and extrinsic motivation theories (Ryan & Deci, 2000). Although both are motivational theories, there are some differences between them. Intrinsic motivation describes an activity performed solely to satisfy oneself without external rewards. It spreads positive energy and makes the knowledge gained sustainable longterm. In the absence of external pressure, intrinsic motivation allows students to enjoy learning a second language for its own sake and improve their learning efficiency (Fen & Kiat, 2015). Higher intrinsic motivation can improve students’ task autonomy and performance (Eldridge, 2015). By contrast, extrinsic motivational behavior is when a person carries out activities because of external rewards (Ryan & Deci, 2000). Extrinsic motivation is from outside influences (Gopalan et al., 2017), exemplified when a student wants to learn to compete with others. Another example is when a student is motivated to work hard because of the praise he will receive from the teacher. Intrinsic motivation leads a student to learn because he wants to know the information. Therefore, extrinsic motivation such as peer pressure, parent encouragement, and teacher influence (Liu & Su, 2016) can be positive and negative factors affecting students’ learning English. Students can be encouraged to improve their English performance through external incentives. There is a relationship between learning and motivation, especially in language acquisition, because students have difficulty keeping their goals to learn the language without sufficient motivation. Motivation encourages students to face

15 challenges and gives them resilience in challenging environments. (Gopalan et al., 2017). In addition, motivation also affects the students’ cognitive process as it influences the semantic processing of emotions resulting in better cognition and good memory for classwork (Madan, 2017). Liu (2007) indicates that a person’s level of English attainment is related to motivation. Therefore, teachers should consciously and actively pay attention to students’ motivation and identify the factors that affect students’ learning motivation to improve students’ learning. Students’ attitude towards language learning and learning motivation also affects English learning. Attitude is a set of beliefs. Students’ attitudes toward learning determine their ability and willingness to learn (Şen, 2013). On the other hand, motivation can encourage students to face all challenging circumstances. Attitude and motivation are critical in improving students’ language learning ability and efficiency (Oroujlou & Vahedi, 2011). Attitude is as important as motivation for students when learning English. Students with low attitudes and motivation have problems understanding and making progress in learning English. Gardner‘s (2001) motivation theory is similar to Deci and Ryan’s motivation theory. Gardner defines two types of motivation which include instrumental motivation and integrative motivation. Instrumental motivation is engaging in an activity for practical purposes, such as learning the language to travel abroad or get international jobs. Hong and Ganapathy (2017) studied 12 students in schools in Malaysia. The results showed that 83% of the students had the instrumental motivation to improve their writing skills. Instrumental motivation has a more significant influence on students’ English learning because students have a purpose of passing the examinations On the other hand, some students have the attitude to learn the language in any way. Therefore, they seek to integrate into the society that speaks it to communicate

16 with the teachers and others or find opportunities to use the language wherever they can. This type of motivation is called integrative motivation (Gardner, 2001). Integrative motivation plays an essential role in students’ second language learning. Hudson (2017), at the New College in Lanarkshire, Scotland, investigated the role of integrative motivation in English learning by overseas learners. The results showed that most learners are motivated to improve their communication with English speakers and play an active role in Scotland's life. Several students expressed their desire to learn and integrate into the English culture. Ta’ani (2018) indicates that both integrative and instrumental play a role in motivating students to learn English. However, students are often instrumentally motivated because they want to pass the exams. Findings of a Sudanese English as a Foreign language class with 40 students show that 80% of the male students had the integrative motivation to assimilate into the English-speaking community. In contrast, 60% of the female students had the instrumental motivation to enroll in a master’s program (Ali, 2017). Factors Affecting English Learning in China Various studies have shown that many factors positively or negatively influence learning English as a second language (Figure 2). These factors include: a) academic challenges in mastering the vocabulary, problems students have in reading and writing, and listening to English; b) teacher pedagogical problems such as teachers’ inexperience in teaching English, the use of teacher-centered instruction, and the use of Chinese in teaching English; c) students motivation for learning English; and, d) the effect of Chinese Languages on English language learning. In addition, the literature indicates that gender does play a role in language learning (Wightman, 2020).

17 Academic Challenges in Learning English Students learning English find difficulties in learning academic English. Their problems come from using English vocabulary, learning grammar, and pronunciation. In addition, students have challenges in listening, reading, and writing pro. In addition, pronunciation of English also poses challenges and affects English learning. Vocabulary There are many reasons why people have difficulties learning a different language. People who want to learn English have challenges in conversations because of speech, one of the biggest challenges (Snow & Kim, 2007) in learning English. These problems include understanding the terminology when reading or listening to a new language. Vocabulary competence forms the basis of language learning, but the lack of vocabulary causes learners to encounter problems in reading, listening, and speaking English. Lack of vocabulary acquisition and understanding can lead to failure during exams because students do not understand the topics and the examination requirements. A lack of vocabulary also leads to a decline in reading ability, and students can have difficulty understanding and using essential terms (Groth et al., 2016). Students who lack English vocabulary find expressing themselves and their ideas challenging. Teaching vocabulary in classes is often the ultimate goal for teachers to ensure that students undertake conversations (Jia et al., 2012). A study of 63 Thai college students concluded that learners significantly improve their language ability if they develop the ability to learn the language by using vocabulary learning strategies (Saengpakdeejit, 2014). Unfortunately, many students learning English do not have adequate vocabulary to speak English.

18 Figure 2. Factors That Affect Learning English Grammar English and Chinese are two different languages, they have other language structures, so their language grammar is different. Mastering grammar is the foundation of mastering a language, and grammar teaching is also an essential part of language teaching. However, with the introduction of communicative teaching, many foreign language teachers pay less and less attention to grammar teaching (Wang, 2010). English grammar is complicated for native and second-language speakers; it is difficult for many students to understand abstract concepts and use them in everyday communication (Liu et al., 2019). Also, students face grammar problems for different reasons; grammar is complex and numerous, distributed in textbooks, and a challenge for students. It may also be because English grammar teaching is dull (Wang, 2019). Effect of first language on English learning Other Factors Motivation Gender Teachers Related Problems Teacher centered methods Use of Chinese language Inexperience Non-native English Teachers Academic challenges Vocabulary Grammar Listening Pronunciatio n Reading Writing

19 The lack of grammatical knowledge affects these four language skills. The lack of grammatical knowledge directly leads to the lack of accuracy, depth, and breadth of understanding of English sentences, paragraphs, and chapters. It is difficult to truly grasp the connotation of English words (Cam & Tran, 2017). So English grammar is an essential element. Listening Listening is an excellent tool for learning a language. In a study by Carrier (2003), students showed significant improvement in their listening ability and taking notes after 15 listening training sessions. However, students in countries that do not have the resources or environments for listening to the English language do not have the resources or environments. Chinese students do not have the opportunity to use the language or listen to the spoken English language by native English speakers. Unfortunately, universities and schools focus more on English writing, reading, and vocabulary skills. As a result, students have difficulty listening to understand the differences in intonation, rhythm, and accents when pronouncing words. If students are good at other English skills except listening, then the English they learned will be “mute English” (Zhang, 2009). Students who develop effective listening strategies improve their comprehension ability (Gilakjani & Sabouri, 2016). High school English learners need to be exposed to spoken English in class. However, in ESL courses, it is not easy to have effective listening content as many schools do not have the resources. When schools cannot provide equipment for listening, students learn to speak the language with a poor accent and have problems pronouncing words accurately (Gilakjani & Ahmadi, 2011).

20 Pronunciation In learning a language, the individual has to learn how to pronounce the words. The consonants and vowels are different, and each country encounters various English pronunciation problems (Gilakjani & Ahmadi, 2011) because of the native language. For example, in Thailand, students who are learning English have difficulties with the following phonetic sounds [θ], [ð], and [ʤ]. The differences in the Thai phonetic system, phonetic ability, and mother tongue lead to students’ English learning problems. Saudi Arabian students start learning English at 13 but have trouble pronouncing English consonants. Pronunciation is also a challenge for teachers who are not native English speakers. It requires teachers to study the language and master the pronunciation to help their students. Those who have learned the language or are native speakers can understand students’ errors. Understanding the problems helps teachers improve their English phonetic teaching effectiveness (Elmahdi & Khan, 2015) regarding pronunciation. Research on teaching English as a foreign language shows the importance of understanding students’ needs. As a result, teachers can find ways to meet their needs by creating good learning opportunities and encouraging students to spend time reading and practicing communication skills (Teoh et al., 2016). Reading Reading is not easy for Chinese students. A study was conducted at Yarmouk University to establish students’ learning preferences and reading and comprehension difficulties. In this study, a group of 200 students responded to a survey. The result showed that students encounter problems understanding vague and unfamiliar vocabulary.

21 Furthermore, students had limited time for cognitive processing of text (Qrqez & Rashid, 2017). Improving English reading ability is self-evident from the English courses in Chinese classrooms. English reading ability is an essential skill that students must master and a necessary means for Chinese students to learn and write English. Unfortunately, the English tests in China focus more on students’ reading and comprehension, even though most test paper questions are only related to reading (Perfetti et al., 2013). However, not many students are proficient in reading skills. Many students do not like reading and do not read English books in their spare time. They only read their textbooks. They generally lack interest in developing the habit of reading (Lesaux & Kieffer, 2010). Writing. Writing is a challenge that haunts students because learning to write English is tedious. Compared with other language abilities, writing requires students to create content. Writing is an intricate and complex task (Adas & Bakir, 2013). When Chinese students write in English, they risk getting stuck in writing and thinking in Chinese. Students write “Chinglish,” a hybrid language incorporating English and Chinese with a Chinese accent (Wang & Wang, 2012). Ma and Xu (2017) define “Chinglish” as a “variety of English that has emerged as a result of language and cultural contact between native varieties between ‘native’ varieties of English and Chinese language and culture” (p. 191). Other factors also impact students’ competence in writing. Chinese college students find English academic writing a complicated process to master. Literature shows that students’ difficulties in writing academic English come from content, structure, and language. Azizah and Budiman (2018) studied 24 students and investigated their challenges in writing English. Their findings show that 65% of the

22 respondents had difficulties developing and organizing concepts, and 53% had problems structuring ideas. Regarding writing structure, issues arose from sentence and paragraph cohesion, vocabulary, and language use (Xiao & Chen, 2015). Pedagogical Problems Acquisition of a language may depend on pedagogical approaches. Problems in pedagogy may stem from teachers’ inexperience in teaching English or teachercentered instruction. In some cases, students are unable to learn a language properly because teachers use the Chinese language to teach English; Inexperienced Chinese English Teachers. Many English teachers in China do not have comprehensive English teaching abilities. Many teachers can only teach according to Chinese education standards and requirements, and their education methods for students are too rigid and inflexible. In addition, English teachers do not have adequate teaching experience or strategies for evaluating students’ outcomes. They only rely on test scores from high stake examinations. Some middle school English teachers are ill-prepared in subject knowledge and have difficulties engaging and expanding students' knowledge (Cheng & Wang, 2004). Many teachers who have textbook knowledge lack practical skills for teaching English lessons. Noom-ura (2013) suggested that teachers with no exposure to English teaching have problems teaching English language skills. They neglect essential teaching elements, such as planning to include vocabulary in the lesson, and neglect to include listening skills. Instead, they emphasize teaching parts of speech (Amiryousefi & Dastjerdi, 2010; Gilakjani & Sabouri, 2016).

23 Use of Teacher-Centered Methods to Teach Language. Teaching methods are essential in learning English in the classroom. Unfortunately, many teachers lack the experience and expertise to teach the English language. Many English teachers have inadequate training in methods and strategies for teaching English. Many teachers have language proficiency issues and minimal mastery of the English language itself. Studies show that teaching methods impact learning (Isa, Mammam, Badar & Bala, 2020; Pooja, 2017). The traditional teacher-centered methods used in China put the responsibility of students’ learning on the teacher (Fan & Li, 2021). In the classroom, the teacher is the primary leader in establishing and enforcing rules, arranging learning tasks, giving feedback and responding to students’ mistakes, stating and explaining course objectives, and asking students direct questions. In the teacher-centered method, teachers are regarded as the primary source of knowledge. The teacher’s main task is to impart knowledge and not teach thinking. However, students cannot discuss or raise questions during the teacher’s lecture. As a result, students have less chance to use the language, which affects their initiative and enthusiasm for language learning (Mascolo, 2009). Studies have shown the importance of a student-centered classroom, even for English language acquisition. Teachers who use student-centered methods provide students with thinking skills that can motivate them to use the English language to communicate with others effectively. Fan and Li (2021) explain that teaching authentic lessons that enable students to be creative, problem-solve and collaborate with other students motivates students to use their thinking skills even in the EFL classroom. Unfortunately, Chinese teachers’ inclination to use teacher-centered teaching is a disadvantage to students as they often use rote memorization strategies for learning and cannot practice English (Li & Cutting, 2011; Tan, 2016). For Chinese

24 students, memorization is one way to learn English because this is how they learn in their mother tongue. However, memorizing words becomes an essential way to learn English in practice and becomes a challenge because students have to master the necessary vocabulary to read (Wallace, 2007). Use of Chinese Language to Explain English. In some English language classes, teachers use ‘translanguaging’ or ‘codeswitching to help students understand terms or phrases. Translanguaging uses the first language to describe and clarify words and sentences from the second language (Fang & Liu, 2020). According to Fang and Liu (2020), translanguaging is accepted by stakeholders in China. Fu, Hadjioannou, and Zhou (2019) suggest that students learn English better when the first language is combined with the second language. Wedananta’s (2020) study had participants code-switching between sentences to effectively communicate meaning and facilitate comprehension and cross-cultural understanding of language nuances. In this study, students had a favorable response to the strategy of code-switching and were able to understand cultural issues. Although translanguaging has been used successfully, other studies contradict the use of translanguaging. Nambisan (2014) studied 19 English language teachers who used code-switching in Iowa. The participants indicated that the strategy delayed students' English learning because the students needed more time to get immersed in the English language. They felt that the students would have learned better if they had only learned English. In addition, some English language acquisition experts state that translanguaging leads students to think of English and learn English as if they are learning Chinese (Fan, 2010). Other authors favor comparing the pronunciation of Chinese with English. Shaotong (2017) states that students can fully use Chinese learning characteristics by

25 analyzing Chinese grammar and comparing the differences between Chinese and English to improve their English learning ability. For example, in learning English pronunciation, students can use the methods of Chinese pronunciation to assist in pronunciation. The pronunciation of /b/, /p/, /t/, /d/, /k/, /g/, and other letters in English is the same as that of Chinese letters and pronunciations in the method. Students can take advantage of the characteristics of the Chinese language to learn English (Shaotong, 2017). Non-Native English Teachers. The schools in China have inadequate native English teachers to teach the English language. Most of the teachers are Chinese. Since the teachers lack an English accent, their students do not acquire the English accent. As a result, students mispronounce words and speak English with a heavy accent, like the Chinglish of China, which reflects the local language. Unfortunately, students do not learn to differentiate the English language patterns they are learning (Gilakjani & Ahmadi, 2011). In addition, Li and Jin (2020) suggest that non-native English teachers are not aware of their student's lack of confidence in speaking English as they are afraid of embarrassment. Chinese teachers may mistake their silence for respect for the teacher. However, Li and Jin also indicate that non-native English teachers may be more effective in teaching English than native English teachers. The Chinese teachers are effective because they went through the same education system and understand the problems the students face in learning English, and they find better strategies for teaching the students Effect of Chinese Languages on English Learning The mother tongue and culture can positively or negatively affect students’ communication with the foreign language (Gilakjani and Ahmadi, 2011; Yadav,

26 2014). There are several interrelated ways that the first language affects learning a second language. Differences in language structure can interfere with learning a new language. Students from different regions may interact with the language differently depending on how the dialect is structured. In addition, studies have shown that bilingual students who speak several languages may have an advantage (Cenoz (2013). or maybe disadvantaged in learning the English language (Haman et al., 2017) Differences Between English and Chinese languages There are noticeable differences between English and Chinese thinking modes (Pengsun & Aimiao, 2013). The main difference between Chinese and English lies in expression because Chinese is a tonal language, and the tones change according to the word's meaning. In addition, the Chinese describe an object directly by actions or appearances, while the English describe the activity through the phenomena. Another problem is the different order of expression between English and Chinese sentences. There are also language differences between Chinese and English because they have different language structures. Chinese differs from English in letters, rhythm, intonation, pronunciation, and word order. First, the two languages use different alphabets. English uses the Latin alphabet, while Chinese uses Chinese characters. Chinese is based on the ideographic system, which is different from the alphabet system used in English (Schmitt et al., 1994). As for Chinese, Chinese is a tonal language, and different tones of a word will express different meanings. English, on the other hand, uses intonation to express emotions and tenses. Therefore, if there is no combination of various teaching methods and oral practice, it is difficult for students to improve oral English communication and cultural understanding.

27 Regional Differences That Affect Language Learning. China is still a developing country, and many of its regions are underdeveloped politically and economically (Zhou, Liang, & Liu, 2020 ). Li (2016) indicates that Regional differences in China include inadequate funding for rural schools, resulting in different textbooks from those used in urban areas. There is also a shortage of experienced teachers in rural schools as many experienced teachers relocate to urban schools. As a result, teachers in rural areas have different instruction methods from experienced teachers in urban areas. Rao and Huang (2019) also found disparities in learning strategies. Those in urban areas were more inclined to use the English learning strategies than those in rural areas because students valued English differently, and teachers were not competent. A study of 439 post-secondary students showed differences between the regions in terms of English proficiency. Differences included strategies for learning and other language learning experiences (Hu, 2010). People from the Northern and Central China speak differently from the South because of the various dialects spoken in different parts of China. These dialects are equivalent to a new language. Each of these dialects has its characteristics and affects the pronunciation of English words (Leilei, 2017). The Chinese languages of the north and the south are very different. Pronunciation in the north is not an obstacle to communication because they have fewer dialects. However, the southern region has many dialects, and some children can learn more than one dialect. Many of the children in the south do better in learning English. It is widely recognized that because of their dialects, those from these regions use epenthetic vowels. These are vowels added to a word either in the middle or at the end of the term. An example is the word “Bradford,” which becomes “bulatəfudə” that is English: Bradford [brædfəd] ⇨ Chinese: [bu-lɑ-tə-fu-də] (Liang, 2019, p.138). Liang (2019) and

28 Derteding (2017) explain that although people in the South, like those in the Guangxi province, have similar problems, these problems are not as prevalent. Previous studies have also shown regional differences in speech patterns that affect language learning (Giles, 2071; Gong, Hau-siu, & Ahlstrom, 2011). For example, Cheng (2018) recently explored pragmatic differences among English learners from an interlanguage perspective. He found that students from various regions in China face challenges because of their local cultural backgrounds. Even though students from different areas had certain levels of English proficiency, there were differences in communication and greeting due to different cultural backgrounds and dialects. A study investigating greetings and conversations in a second language setting in Shanghai, Jiangsu, and Guizhou found that even though these three regions used similar words, there were still some differences in the words for indirect greetings (Cheng, 2018). Effect of Being Bilingual in Learning Languages. The number of languages students speak may positively impact how a student learns English. Some studies have found that students who speak other languages have an advantage in learning English. Cenoz (2013) found that bilingual speakers find it easier to learn another language quickly. Bilinguals acquire a third language more quickly than monolinguals trying to learn a second language (Antoniou et al., 2015). In addition, studies have shown that bilingual individuals consistently outperform their monolingual counterparts on tasks involving executive control (Bialystok, 2011; Yadav, 2014). When bilinguals and monolinguals were given the same lessons, bilinguals performed better on working memory, flexible thinking, and self-control. Bilingual students have the advantages of more vital cognitive ability, better ability to read people’s faces, faster grasp of social and emotional context, more

29 rational, ability to think from various perspectives, and easier to accept new things. This suggests that bilinguals are generally more competent and linguistically gifted than monolinguals. According to one study, working memory and academic achievement were significantly higher among bilingual students than monolinguals (Zeinab et al., 2016). Valencia & Cenoz (1992) tested the context of bilingual education among 321 middle school students. This study found that the bilingual brain seems less taxed by linguistic acquisition than the monolingual brain. Bilingualism has a significant positive effect on English achievement (Valencia & Cenoz, 1992). As a result, bilingual students’ challenges differ from monolinguals when learning English. On the contrary, a study conducted by Haman et al. (2017) among 233 children showed that bilingual children had a lower score than children who only spoke one language. Specifically, their lower scores were in phonological processing, vocabulary, and grammar. Motivation to Learn the English Language Some students are motivated by their interest in English. They become interested in English because they love to watch American movies. Some students are motivated because they hope to have better job prospects, such as working in foreign companies. Understanding students’ motivation is essential for teachers. Unfortunately, some teachers in China pay less attention to students’ needs because they prefer traditional English teaching methods. They ignore students’ real intentions or motivation to learn English. Some student-centered teachers pay attention to students' motivation for learning English but may not use what motivates students to learn English. Therefore, they cannot find strategies or activities to address students’ needs

30 and may not know how to strengthen and maintain students’ enthusiasm for learning English. Some teachers even think it wastes time cultivating students’ learning motivation (Long et al., 2013). Sometimes there is a difference between teachers’ expectations and students’ natural motivation to learn English, as shown in a study conducted in Stockholm which investigated the motivation of 95 adults learning English (Sageb, 2015). Motivation is a dynamic process. A person’s motivation to learn a language can gradually shift from extrinsic to intrinsic, depending on the environment and education level (Yu & Geng, 2020). Based on a survey of 45 students, Long (2013) found that respondents preferred short-term goals because they enhanced more effective learning motivation. On the other hand, although students face many difficulties, they generally have a stronger desire and commitment to learning English. On the contrary, some students are not motivated to learn the language because they reason they would not use English in real life Gender Gender can impact the learning of a second language (Zoghi et al., 2013). Different students have specific learning styles and preferences, and in language acquisition, the differences are specifically evident between male and female students (Slater et al., 2007). For example, women are fluent and articulate in oral speech, while men have difficulties achieving fluency. Men stutter more than women. However, men’s conversation and speech patterns are more logical and philosophical (Wahyuningsih, 2018) than women’s. In some countries, students are allocated courses according to their gender. For example, the Chinese education system divides subjects into arts and sciences. Science students need strong logical thinking to deal with physics, chemistry, and

31 mathematics. On the contrary, students in liberal arts courses need strong analytical skills and the memory to cope with English, history, geography, and politics. While the science courses are given to males, females are expected to do the liberal arts courses. Literature indicates that girls are slightly ahead of boys in their speech at three years of age. Girls are better at listening and speaking and have lower speech disorders than boys (Adani & Cepanec, 2019). In addition, Slik et al. (2015) indicate that females are consistently superior to male learners in speaking and writing skills. Meier (1995) surveyed 72 participants from different ethnic groups and found that girls and boys have different learning styles when learning English. Girls prefer the direct way of writing to express their opinions when communicating with other people of the same sex, but they tend to be passive in class. Another study at Makassar State University explored the differences between learning male and female communication styles. The study of 20 males and 20 females majoring in English revealed strategic differences in expressing opinions and group work preferences. The study also showed differences in initiative, passivity, and views on improving their English skills. The findings show that female students are more willing to work with other students of the same sex to improve their English, while men are not (Mahmud, 2015). A study by Gu (2002) found that female students significantly outperformed their male counterparts in vocabulary and general proficiency tests. According to the survey, girls’ English performance was better than that of boys. These studies show the significance of gender in language learning. Conclusion This chapter describes the factors that influence Chinese students’ challenges in learning English and the relevant theories that explain English language learning. It

32 also provides a literature review on factors that affect English learning, including students’ academic problems in learning English, teachers’ teaching methods, students' motivation, and sociocultural issues, including the role of gender in learning English.

33 CHAPTER 3 RESEARCH METHODOLOGY Introduction This research investigates the challenges and problems Chinese students face when learning English in China. This chapter discusses the research design, sampling methods, instrumentation, trustworthiness, ethical issues, and analysis. Research questions This study answered the following research questions 1. What challenges do Chinese high school students face when they learn English? 2. Are their differences in the challenges male and female students experience when learning English? 3. What effects do the local Chinese languages have on learning English as a second language? Research design This research uses qualitative phenomenology research methodology. Unlike quantitative research, which draws numerical data and quantifies respondents’ behaviors, perspectives, and attitudes from surveys, qualitative research aims to understand participants’ experiences and uncover their opinions, reasons, and views regarding issues participants face. Qualitative research is a method rather than a specific set of techniques. Its philosophy assumes that people have different

34 perspectives and see the world through multiple realities (Cresswell, 2013, Yilmaz, 2013). Qualitative research has a variety of designs. Ethnography focuses on social and cultural phenomena. The data is collected by observing participants’ behaviors and interactions over time. Case studies are designed for studying a bounded system such as institutions, a group of people, or events (Creswell et al., 2007). Grounded theory, on the other hand, focuses on developing a theory from the findings. For this study, I chose the phenomenological design to understand students' classroom experiences and gain insight into their perspectives regarding learning English. Phenomenology helps the researcher to understand the phenomena from the participants’ perceptions and the meaning they attach to the phenomena (Cresswell, 2013; Qutoshi, 2018). This design also allows me to give voice to Chinese English students’ experiences by describing their experiences and systematically interpreting their experiences (Koopman, 2017). Participants The participants for this study are from No.1 High School, Gong Zhu Ling, China. In this study, ten high school sophomores will be interviewed. The sophomores are chosen because they have had one year of high school education and can discuss their experience in the first year. Furthermore, they are not preparing for examinations like the juniors or seniors. Therefore, the sophomores are not under pressure. The reason for choosing 10 participants is that Creswell (1998) indicates that 5 to 25 participants are adequate for phenomenological studies. Of the 10 participants, I had five males and five females. The selection criteria for participants were as follows:

35 1. Participants are sophomores students from Gong Zhu Ling No.1 High School. 2. The students are attending regular classes and not special courses. Sampling Methods This study uses the purposive sampling method. Purposive sampling is widely used in qualitative research to identify participants who have a deeper understanding of the issue. (Palinkas et al., 2015). Another definition of purposive sampling is judgment sampling, which refers to the intentional selection of information providers according to their characteristics (Tongco, 2007). In selecting the sample, I purposely chose the school I wanted to collect data from because it was near my town. The school taught English from grades 1 to 12. I also knew some teachers who would help me decide which class levels to focus on. On the first day, I discussed the purpose of my research with the class teacher Mrs. Thomas (not her real name), and asked him if he could help me select students who could participate in my study. Mrs. Thomas (not her real name) provided the names of students willing to participate. As instructed, he selected five male and five female students because they were not shy to answer questions. Data Collection Methods and Procedure Instrumentation For data collection and analysis, I was the primary instrument. This is in keeping with qualitative practice, as Merriam and Grenier (2019) discussed. Interviews and focus group interviews were used to collect the data. I prepared an interview protocol (See Table 1) to guide me in data collection. The interview questions were based on the three research questions discussed above. Each interview

36 question was open-ended, so the participants would be free to answer openly and present their views. Interviews An interview is an information collection method composed of the interviewer coordinating the conversation process and asking questions and the participants answering the questions (Easwaramoorthy & Zarinpoush, 2006). Before the interview, I introduced myself and informed the participants about the purpose of the study. I asked them if they agreed to be interviewed, and I told them that the interview would take about 30 minutes. The interview questions were semi-structured, and I could follow up with other questions and dig deeper into the respondents’ answers. At the beginning of data collection using the interview protocol, I asked questions in English, but I needed to explain the meaning in Chinese, so I changed and decided to interview in Chinese. Each interview was recorded using a tape recorder. After each interview, I translated the data into Chinese, then called each student through the Wechat App and read the transcripts to the students. I asked them to determine whether the translated content was what they wanted to express. After getting their confirmation, then I translated the information into English. I used the same process with the focus group interviews; I transcribed the data and called two students to verify that I had recorded the correct information. Then I translated the report into English. I wrote the messages I heard and questions I wanted to pursue later. In addition, I began to organize these messages according to the themes. After all the participants had been interviewed, I checked to see that I had transcribed all the interviews.

37 Table 1. Interview Protocol Interview Protocol Research Questions Interview Questions Prompts 1 What challenges do Chinese middle school students face when they learn English? 1 How many years have you been learning English? 2 What motivates you to learn English 3 What parts of learning English do you enjoy? 4 What part of learning English do you find most challenging? 5 Describe some of the challenges you have in your English language classes 6 Describe specific challenges in the area or areas you mentioned. 7 What problems do you face in the classroom when learning English? 8 What strategies do you use to help you learn English? 9 What about using English outside the classroom? 10 How often do you speak English outside the classroom? 12 Who do you usually talk to if you speak English outside the classroom? Friends, family, etc. 2 Are there differences in the challenges male and female students experience when learning English? 1. What challenges do you find in learning English? Between men and women, who do you think learns English easier? e3 What is the effect of local Chinese languages on learning English? 1 Besides Mandarin, how many Chinese dialects do you speak? 2 Do you think the Chinese dialects interfere or help with your efforts to learn English? 3 In what ways do they interfere with the help

38 Focus Group In addition to the individual interview, a focus group was also conducted. Focus groups are often used as a qualitative method for verifying information collected from individual interviews. Focus groups also help the researcher to have a deeper understanding of the issues under study (Nyumba & Wilson, 2018). Another focus group definition is that a focus group gathers data through group interaction or small group interviews, where panel members answer, discuss, or debate questions the organizer raises (Morgan, 1996). Focus groups have many advantages. For example, faster data collection through focus groups can produce more valuable results, and you can also check whether some of the group members told the truth from the new answers from the group (Shoaf & Shoaf, 2006). The questions for the focus group came from individual interviews. I selected several responses from the students that were different for the focus group. For example, one indicated that he resisted learning English because he could not memorize the vocabulary. In the focus group, I asked, “Do you have any resistance to learning English? The focus group helped me to a different understanding of the issues. I conducted two focus groups via the WeChat online platform. I divided the 10 participants into two groups. Two men and three women were in the first focus group, and the second group had three men and two women. The discussion was recorded and transcribed. Data Analysis Content analysis was undertaken: The data analysis began as I did the interviews because I took notes of what was important. Then I transcribed each interview. Immediately after the transcription, I read through the interview and then

39 coded each paragraph. In qualitative research, coding classifies the obtained data according to common messages (Mountain, 2010). I did the coding manually, making comments and highlighting sentences or words that I identified as themes. After I had coded all the interviews the first time, I went through all the discussions and the themes I had identified and began comparing what I had heard from one interview to the other and classified them. Then I looked through all the categories to see patterns and linked them, a process called axial coding (Saldaña, 2013). The analysis lasted throughout the interview period and after the interviews. I also kept a journal where I wrote memos on new codes and my thoughts about what I understood from the analysis. After finding the patterns, I decided to classify the categories according to the research questions. Some categories did not fit into the research questions and were written separately from other findings. After completing the coding, I reviewed the themes again to confirm the categories and look for them. Then I wrote my study report. The following Figure 3 shows the data collection and analysis processes are undertaken. Ethical Issues Before the data collection, I got permission from the MEd Thesis Committee to conduct the data collection after successfully defending my proposal and making changes required by the department. To ensure that I had permission to interview people at the school, I went to see the class teacher and discussed my research with her. Then I sent consent forms to parents, asking them to permit me to interview their children. I asked them to respond and send it back to me through the teacher who had been my liaison with the students and parents. The consent included the purpose of this research and how long the interview would take. I also told them I would record

40 Figure 3. Data Collection and Analysis Processes their children to keep a record of what they were saying. I gave the student a consent form to sign during my first face-to-face meeting. I assured the parents and the students that the data I collected would be encrypted because nobody else uses my computer. The data collected would only be used for my thesis and would be shared with my advisor. Before beginning the interview, I also told them they could request any time to terminate the interview. However, subsequent interviews were video conferences using the WeChat App because of Covid 19 lockdowns. My Role as a Researcher During this study, my role was to collect data and analyze what I gathered. Although I am Chinese, had learned English in the same Chinese school system, and had experienced the Chinese way of instructing students, I voided getting involved in the discussion during the interviews. To avoid bias, I decided only to ask students selection of students who were learning English in China development of semi-structured interviews and focus groups protocols collection of experiences from students content analysis and coding Themes: students’ experience in learning English

41 questions during the interviews and not give any guidance on answering my questions. After finishing the interview, and after I read and transcribed the content of the conversation, I read the transcripts to them so they could verify whether I had correctly recorded what they said. Trustworthiness Qualitative research is different from quantitative research. It is essential to ensure that the findings are credible and valid, that the results are consistent with their collected data (Cope, 2014), and that there is no bias. In collecting data, I used two data collection methods: interviews with individual participants and two focus group interviews, to compare what each individual stated with what was said in the focus group. Two types of data collection methods are called triangulation of data collection to validate the data collected. Triangulation refers to using multiple data-gathering methods that increase the validity and reliability of the findings (Carter et al., 2014). This kind of validation is also important because it is a strategy for avoiding participants’ subjectivity. Apart from the triangulation of methods, other strategies were used to establish trustworthiness. The first was to find out whether the study was dependable. To do this, I took notes of the essential points to keep in mind and kept records of the data collection processes. In addition, I have discussed my background and position in this study. I also kept a journal where I recorded all the questions, data collecting, and analysis processes. I kept audit trails. This is the process of recording the techniques. I also discussed my background to avoid bias, which is called reflexivity. Another way of ensuring there was no bias and that the findings were accurate and true to the data collected was to avoid adding my perspectives. Therefore, I read the transcripts to the participants through the WeChat phone app. Then I asked Mrs.