Date of Award
Doctor of Education (EdD)
College of Education
Department of Education
Dr. Janet Deck
Dr. James Anderson
Practice is necessary for developing oral English proficiency, but many Chinese learners of English lack the self-confidence to practice oral English; furthermore, students’ self-confidence deficiency is perpetuated by insufficient oral English proficiency. The purpose of this qualitative case study was to discover pedagogical practices that break the cycle of the reciprocal effect of deficiencies in oral English and in self-confidence in Chinese adult PhD non-English major students. Six participants who raised their oral English proficiency and self-confidence during their PhD studies described their English learning journeys by responding to interview questions. Analyzation of data from interview responses developed into two themes of pedagogical practices that simultaneously raised participants’ oral English fluency and boosted their self-confidence. The results of this study revealed the specific speaking and listening strategies and aspects of fostering a learning environment that were effective for the participants and are recommended for raising oral English proficiency and self-confidence for Chinese adult PhD non-English major students.
Knapp, Michael D., "A CASE STUDY OF PEDAGOGICAL PRACTICES THAT BOOST CHINESE STUDENTS’ ORAL ENGLISH SELF-CONFIDENCE" (2021). Doctor of Education (Ed.D). 84.
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