ESOL in China: Investigating Language Acquisition Challenges-2018

This thesis investigates the challenges faced by English for Speakers of Other Languages (ESOL) students in China regarding English language acquisition. The study explores factors such as the lack of qualified teachers, traditional teaching methods, mother tongue interference, insufficient resources, psychological problems, and financial burdens. It also examines the influence of cross-cultural factors and globalization on ESL learning. The research employs a comprehensive methodology, including a literature review, research onion framework, and considerations of research philosophy, approach, and design. Ultimately, the thesis aims to identify solutions to improve the ESOL process in China, focusing on both intrinsic and extrinsic factors that affect student success, with the goal of enhancing English language acquisition learning.

CHALLENGES WITH ESOL IN CHINA 1
An investigation of the reasons ESOL students lack progress with English Language
acquisition learning and recommendations to improve the situation
Andrea C Bozzetti
University of Sunderland
July 2018

CHALLENGES WITH ESOL IN CHINA 2
Table of Contents
Chapter 1- Introduction 5
1.1. Introduction 5
1.2. Background of the study 6
1.3. Problem statement 7
1.4. Aim of the research 9
1.5. Objectives of the research 9
1.6. Question 9
1.7. Significance of the study 10
1.8. Research setting 10
1.9. Summary 10
Chapter Two: Literature Review 10
2.1 Introduction to the Chapter 10
2.2 ESL in China 11
2.3 Theories Supporting ESOL Learning 13
2.3.1 Behaviorist View 13
2.3.2 Contrastive Analysis Theory 15
2.3.3 The theory of second language acquisition 17
2.4 Problems facing learners of English language 19
2.4.1 Mother tongue (L1) interference in English Language Learning 19
2.4.2 Lack of necessary material and poor background to equip the learners 20
2.4.3 Shortage of teaching practitioners of English language 20
2.4.4 Insufficient and inconsistent information for teachers 21
2.4.5 Psychological problems 23

CHALLENGES WITH ESOL IN CHINA 3
2.4.6 Financial Burden 24
2.5 Factors influencing ESL Learners in China 24
2.5.1 The effect of Cross-Cultures on ESL 24
2.5.2 Globalization of Firms and Higher Education 26
2.6 Conceptual framework 28
2.7 Research Gap and Conclusion 28
Chapter 3: Research Methodology 29
3.1 Introduction and Overview 29
3.1.1 Introduction: 29
3.1.2 Research Methodology 30
3.1.2.1 Review of the LR 30
3.1.2.2 Research Onion: 31
Figure 3.1.2.2: Research Onion 32
3.1.2.3 Research philosophy 33
3.1.2.4 Justification of selected research philosophy 34
3.1.2.5 Research Approach and justification for the choice: 34
Figure 3.1.2.5: Research Approach 35
3.1.2.9 Research Method and justification for the choice: 36
Figure 3.1.2.9: Research Method 37
3.2Research Design 37
3.2.1 Settings: 37
3.2.2 Participants: 37
3.2.3 Instrumentation: 37
3.2.4 Data Collection process: 38
3.2.5 Pilot study: 38

CHALLENGES WITH ESOL IN CHINA 4
3.2.6 Data Analysis: 38
3.2.7 Ethical Considerations: 39
3.2.8 Issues of Trustworthiness: 39
3.2.9 Uniqueness and Limitations of the Study: 39
3.3 Summary 39
References 40

CHALLENGES WITH ESOL IN CHINA 5
Chapter 1- Introduction
1.1. Introduction
The aim of the current research topic is to investigate reasons for students lacking in
progress in ESOL classes and English language acquisition in China. Learning motivation for
foreign language put focus on the motivation factor to make dynamic change within particular
time. Motivation of the ESL students depends on the different variables that can affect the entire
learning process in China. This current thesis will put shade on English for Speakers of Other
Languages (hereinafter referred to as ESOL) refers to the programme of study delivered to
students for whom English is the language of instruction and learning. ESOL programmes are
generally delivered to small classes. Small class sizes provide a chance for students to receive
more individual attention and therefore increase their chance of success. The main goal of an
ESOL program is to improve the English of the students in order for them to access other
subjects within a broad curriculum. The ESOL class provides a framework within which a wide
range of opportunities are provided to help students’ developlanguage acquisition skills. Classes
are tailored to meet individual student’s needsbased on their interest and ability. ESOL classes
teach skills such as conversational English, reading, grammar, learning, writing, vocabulary and
comprehension. Many young students in China join classes to learn English as they may be
considering studying at an English-speaking university overseas. Students in China have many
opportunities to choose rigorous programmes of study, such as the International Baccalaureate.
These education process programmes conduct all types of specialized language classes in
English in order to enhance the interest, ability and needs of students.
The current situation of ESL programme in the world is changing. English is considered
as the fastest spreading language in the history. As this language provides opportunity for
employment, for that several countries are focusing on the factor to include English in the normal
curriculum to develop skill of the students. Students regularly choose to join extra classes for
improving their English and communicate more effectively with people from different countries
around the world. As commented by Garcia Laborda and Litzler (2015, p. 38), the classes are a
great way to prepare students for a better future. Part of this process is to help them improve their
English examinations score (particularly for University admissions requirements, such as
TOEFL and IELTs) (Salih and Holi, 2018, p. 19).In addition, it helps the student to satisfy their

CHALLENGES WITH ESOL IN CHINA 6
personal English learning requirements by providing different choices to select classes, such as
conversational English or business English. Firstly, Many ESOL classes provide an opportunity
for students to think about the customs and culture of China in a broad context and allow them
the opportunity to embrace new cultures and language. Immersing students in language learning
provides many opportunities for practicing the language in the wider community and within
school. This also supports the process of students meeting new people from different countries.
As mentioned by Ates et al. (2015, p. 485), China is booming in the ESOL market as it looks to
improve its economic status. Many Chinese nationals are focusedon providing their child ESOL
classes and opportunities to learn English. Chinese people believe this will help them secure
jobsin an ever increasingly competitive market. Apart from these basic motivating factors,
English language proficiency can help them to get visas, higher salaries, in addition to free
accommodation and more secure employment contracts. However, like many other markets, the
ESOL situation within China is changing frequently. This current research study will help to
identify many of the factors that lead to students struggling to learn ESOL in China.
This research study focuses on many different dimensions of the ESOL framework to
help provide solutionsand improve English language acquisition learning. This study will include
further background research of ESOL in China and look at the main barriers the students face
when learning English as an additional language. The biggest reason to conduct this investigation
relates to both the intrinsic and extrinsic factors that make ESOL a challenge for Chinese
students.
The cultural expectations of traditional Chinese families with regards to measuring
student success are also a pivotal aspect of developing ESOL programs. Judging success by
assessment and grades has been a primary focus in China for a very long time. In terms of
learning English, the quantifiable measure of a grade earned in a reading, writing and
comprehension test are still very much in demand by parents. The qualitative and less tangible
aspects of a successful ESOL program are not generally as well understood or desired. Parental
education to improve their understanding of a 21st century ESOL program that prepares students
to use and apply English is another area to work on.
The main outcome of the study is to improve the ESOL process within China. As
mentioned by Marquez (2018, 45) in his thesis, ESL class focuses on an investigation of the

CHALLENGES WITH ESOL IN CHINA 7
issues that have already been identified by the researcher. Furthermore, commented by the
Veloso (2018, p. 21) that the study will analyze the reasons behind a lack of progress with
English language acquisition learning shown by many ESOL students .
1.2. Background of the study
The main reason for focusing on ESOL classes in this study relates to English being
considered as the global language of communication in business and other areas such as
education. ESOL classes help Chinese people to learn English language and provide
opportunities for them to understand English language in more depth and context to identify
different types of opportunity. As referred by Kang (2015, p. 77), taking ESOL classes has
helped many Chinese people expand their business and market share by communicating
effectively in English. In China, English is usually considered to be the second language.
Chinese people face several difficulties when learning English language. Although most Chinese
people consider English to be the main language of communication to conduct business around
the world, previous research has shown that the majority of students who join ESOL classes are
in their teenage years. However, the trend is changing and there is a shift towards more pre-
school children joining ESOL classes. Previously conducted research on the ESL programme has
shows that earlier exposure and immersion with a second language increases the chance of
becoming proficient in that language, so this is a good step forward for ESOL students.
According to Brittain, 2017, China has used technology to help students understand the English
language in addition to regular classes to promote English learning. However, as commented by
Guan (2015, p. 33), most of the students still faces problem with elements of pronunciation,
vocabulary, and grammar in China. This demonstrates that the ESOL industry in China is facing
several challenges to improve the education process. The major challenge being that the current
system mainly provides basic knowledge about English language without focusing on skills, e.g.
authentic situations for English to be used in order to communicate with others. Most ESOL
classes in the teenage years at college focus on the grammatical structure of the English language
for test purposes. A main factor for this method of instruction lies in the ingrained Chinese
culture of traditional exam (and grade) focus. For the situation to change, ESOL teachers need to
be the driving force to improve both the classes and the technology China is using to promote
English learning. The ESOL classes are the place to really deliver a motivating curriculum that

CHALLENGES WITH ESOL IN CHINA 8
engages students and improves their authentic use of English in situations that will help them
communicate effectively in the Global context.
1.3. Problem statement
Chen & Wright (2017), highlight the problem of a general lack of progress in language
acquisition learning for the betterment of the students. There are a number of key factors that are
negatively impacting the success of ESOL programs in China. The sheer scale of China’s
population makes it difficult to provide a consistent approach to English acquisition learning in
the classroom. As commented by the Nunan (2015, p. 19), the traditional Chinese methods of
teaching and learning of English in local schools has not been particularly effective and,
crucially, has not modeled the most effective, engaging and successful ESOL teaching methods
(MacWhinney, 2014, p. 21). As a result, many of the current teachers of English within China
are the product of this rote learning style which means they are often teaching English in the
same way they learned it (Valdés, 2014, p. 49). This helps the students of China to memorize the
English language through repeated class. Rote learning mainly provides associative and active
learning of English.
Zhang (2016), supports this observation and highlights the problem of many ESOL
teachers not being qualified enough to make the student understand the language properly.
Unqualified teachers are a significant problem that has been overlooked by China. As mentioned
by Looney and Lusin (2015, p. 1299), the process of developing and training more qualified
ESOL teachers who possess the right skills and attributes to be effective educators will take
significant time and investment for China.
The sheer scale of the numbers involved in the ESOL movement in China means that it
will take time and coordination to resolve. Another factor to consider is the demand for ESOL
seems to be more than the supply of effectively trained teachers available. Larger class sizes and
a high turnover of staff lead to less efficiency and slower progress for students. Add in the short-
term solutions that schools frequently take. As referred by Syder and Pawley (2014, p. 203),
replacing teachers on a like for like basis (inconsistently trained teachers with varying skill
levels), as well as poorly equipped learning environments (as highlighted by Yeh, Joshi, & Ji,
2015).

CHALLENGES WITH ESOL IN CHINA 9
Apart from that, use of home language within classesand the picture of ESOL in China
remains complex and disjointed (Porter, 2017, p. 211).
Underneath all the challenges and issues discussed above, there is the fundamental matter
of student motivation. The reason for a student’s motivation is to study English in the first place
is a critical factor in their success. Without a level of intrinsic motivation and desire to learn and
use English, progress will always be limited no matter who teaches the lesson, where and when.
As I mentioned in the introduction, the cultural expectation within China places a high
premium on grades. Under qualified teachers, high class sizes, use of mother tongue language
within the classroom, high staff turnover (who often have inconsistent approaches to teaching
ESOL) and many other factors means that student grades are unlikely to meet the expectations
placed on the student by parents and family. Student motivation for grades is very reliant on
parent expectation and pressure in China.
MacKinnon et al. 2017, talk about making the ESOL structure and provision more
effective to help China grow economically and improve the lives of the people who live there. It
is very difficult for academic institutions to really help the students understand this big picture of
China in its current global position.
As mentioned by Ramirez et al. (2011), academic institutions need to focus on the
financial aspects of ESOL class provision. Many students face difficulties with paying and being
able to afford ESOL (or any other second language learning) classes. The study system of China
has not still managed to include English in the normal curriculum. For that, learner requires to
pay extra amount to learn English in context of China. Additionally, paying for the English
classes is creating difficulty for the students.
As it have explained in this section, the current provision and ESOL structure within
China is in real need of consistency and investment as well as a change of mindset in terms of
how ESOL is perceived. ESOL is not just another exam grade to be chased, it is a language skill
that offers great opportunities for students to change their lives and so the economy of China.
1.4. Aim of the research
The aim of current research topic is to investigate reasons why students lack progress in
ESOL classes and English language acquisition in China.

CHALLENGES WITH ESOL IN CHINA 10
1.5. Objectives of the research
The objective of the current research study includes:
To find out the reasons behind China’s lack progress in ESOL
To identify the performance of China’s students in ESOL program
To identify challenges related to the ESOL program in China
To recommend methodologies that will improve the learning process of ESOL in China
1.6. Research Questions
The research questions are framed taking reference from the research objectives.
Why is ESOL an important part of improving English language acquisition learning?
How are studentsof China performing in the current ESOL classes?
What are the main challenges in China for the ESOL program?
What recommendations can be made to improve the ESOL program of China?
1.7. Significance of the study
The current research study is significant because aim to identify the reasonsfora lack of
progress with the ESOL program in China. The crucial factor of the current study lies in the fact
that most of the academic organizationsare facing challenges running an effective ESOL
program in their institution (Cheng & Wang, 2014). The researcher has a focus of managing and
improving ESOL programs in the considered country. This current study also investigates the
basic challenges for the target country to run a successful ESOL program. In order to conclude
this part, it can be said that the current research has its significant because it has provided clear
recommendations to improve the current situation of ESL in context to China.
1.8. Research setting
This current research has focused on the English learning process as preferred second
language in China. The current study will identify different types of way of Learning English in
the country. It has been identified that the people of China are lacking progress in the success of
their second language acquisition (Gan, 2013). Moreover, the people of this country get the

CHALLENGES WITH ESOL IN CHINA 11
coaching in this language as the second language. The factors highlighted in section 1.3 present
major challenges to overcome in order to improve the current situation.
1.9. Summary
The current chapter of the research study has explained some of the significant reasons
for lack of progress in the ESOL program in China. In addition, the researcher has identified the
research aim, objective and research questions that directly related to the current research topic.
The researcher has also included a problem statement related to the current research study.
Proper justification has been contemplated regarding consideration of the current topic which is
on ESOL acquisition in order to improve the current situation.
Chapter Two: Literature Review
2.1 Introduction to the Chapter
This chapter focuses on evaluating different aspects of the research. It has been found that the
literature of this research includes a number of theories. These theories are very much useful for
supporting the investigation on the reasons behind inability of the ESOL students in progressing
in the learning process of english language. In addition, it explains different contexts of the topic
properly and effectively. The chapter has elaborated the theories like behaviorist view, second
language acquisition theory and contrastive analysis theory. By analyzing the literature, the
researcher will be able to understand the relevance of the study. This chapter includes all the
relevant statistics, which are helpful for the research.
2.2 ESOL in China
The ESOL market in China is currently experiencing a boom as individuals are obsessed
with English learning with the growing economy and the educational plan implemented by the
government where English has to be taughtthrough to middle school. According to an article by
the Economist (2006), at least a fifth of the population in China studied English as a Second
Language. In addition to that, 20% of the books sold in China were attributed to English

CHALLENGES WITH ESOL IN CHINA 12
language (Xu, 2012). As at 2013, the number of students learning English in the Chinese context
was estimated to be 300,000 individuals. With respect to matters relating to net worth of the
English –training industry, it was estimated to account for $4.5 billion with the prospects
expected to expand at a rate of 12% to 15%. The evidence of the market lies in the Wall Street
English whereby the largest English training institution in China was seeking an investment of
$15.6 million to expand its services to other regions such as Chongqing, Wuhan and Chengdu.
The surging number has attracted ESOL learners as well as teachers in response to the changing
culture of the population (Meer and Modood, 2012).
In the early days, ESOL students in China were mostly adults. However, the trends is
changing as preschooler as young as 4years old are introduced to the subject. Besides, public
schools have revised their approach to introducing students to ESOL from 12 to 9 years. Due to
the importance of English language, households spend over half of their household income in
order to ensure their children are conversant with the language (Linville, 2015). In addition,the
ability to speak English fluently has been adopted by parents who wish to indicate their status to
their fellow neighbors or members of the community. English in China is regarded as a source of
prestige that is linked to knowledge or success.
At the core of the growing demand of ESOL lies technology. Technology has been
integrated in order to alter the English landscape in Chinese society. Interactive smart boards
have already been incorporated into Kindergarten English classrooms as early as 2006. This
technology allows the teachers to expose the students to various movies, songs, internet content
and other materials that are linked to English. Besides, adults are also exposed to free online
content that offers ESOL. The online platform uses culturally relevant materials and video clips
to enhance the learning process (Xu, 2012). The result of this improved technology is an increase
in the number of individuals seeking English lessons within the Chinese context. The implication
of this has been an increase in the use of technology to expand access to materials for all, whilst
at the same time at the lowest cost. As a consequence, more individuals have been interested in
ESOL. However, it can also pose as a danger to an early learner. The individual may access
content that makes it beyond his/her comprehension thus affecting his/her learning progress.
Furthermore,students tend to rely on translation, which can slow their English language
acquisition. Besides, in the initial classes, the individual requires an instructor to supervise him