The Empirical Student on the Application of China’s Standard of English: the Case of A Vocational College Ningxia Province, China

Zhouyi Zhai

doi:10.14456/jsasr.2023.15

Authors

Zhouyi Zhai Graduate School of Human Sciences, Assumption University, Thailand https://orcid.org/0009-0004-2724-4539

DOI:

https://doi.org/10.14456/jsasr.2023.15

Keywords:

Oral English Ability; , Classroom Interactional Competence; , Translanguaging; , China’s Standards of English Language Ability

Abstract

Background and Aim: Oral English is a necessary ability for students' career development and plays an important role in their employment and sustainable development. This study aims to improve the oral English ability of non-English major students at a higher vocational college.

Materials and Methods: The scaffolding tool, especially classroom interactional competence, was used to increase oral English ability. A qualitative study was conducted in a Financial English class with 36 students at one vocational college in Ningxia, China.

Results: The result shows that the empirical study of how the improvement of oral English through scaffolding can align with the oral requirements of CSE. The findings indicated the overall oral abilities of the students were approximately CSE 3 and CSE 4. Using the CSE Oral English Scale as an analysis criterion, students' oral competence development was relatively balanced, with almost all aspects of competence developing.

Conclusion: Although students still have some minor errors in pronunciation, this does not affect the student's understanding of each other's expressions. Also, the variety of scenarios in conversation tasks indicated the development of oral interactional competence in English of students, which was inseparable from CIC with Translanguaging as the tool that was used during the semester.

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