Identifying Strategies That Facilitate Chinese EFL Learners’ Oral English Communication and Learning in the UK: A Case Study

Abstract

This research investigates Chinese English as a foreign language (EFL) learners’ oral English communication strategies (CSs) and oral English learning strategies when studying in an English speaking context. For this purpose, the researcher conducted semi-structured interviews with four Chinese EFL learners who are studying in the UK with different English proficiencies, analysed their strategies of oral English learning and communication, and compared changes in strategies during one year of studying abroad. It showed that, when confronted with difficulties in oral English learning, participants usually employed affective strategies to adapt to the new learning environment. And learners from different levels have different performances in meta-cognitive learning strategies use. In addition, the English speaking context made some differences to learners’ learning. When it comes to CSs, on the one hand, strategies, such as negotiation for meaning, and so on, were shown as being primarily used by participants, even though participants from different levels might have some differences to some extent. On the other hand, strategies like less active listener, and so on, were relatively less employed by participants. These results would probably help learners and teachers understand oral English learning and teaching in native contexts better.