Career-oriented speaking in college English: improving engagement and confidence
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i3.5271
Abstract
This study explores the use of career-oriented speaking tasks in a College English course to improve students' classroom engagement and language confidence. This study recruited first-year non-English majors from a vocational undergraduate university in Chongqing, China. During an eight-week intervention, the experimental class completed career-oriented speaking tasks, while the control class continued with regular textbook-based speaking activities. Data were collected through speaking tests, questionnaires, classroom observations, student reflections, and interviews, with test and questionnaire results converted to a 100-point scale. The findings reveal that career-oriented speaking tasks boosted students' active participation, enhanced their oral confidence, and raised their awareness of the practical value of College English. The study indicates that such tasks can render College English more relevant to vocational undergraduates while preserving its general linguistic education function.
Keywords
college English; career-oriented speaking; vocational undergraduates; classroom engagement; language confidence; task-based learning
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[8] Ushioda E. Language learning motivation, self and identity[J]. Computer Assisted Language Learning, 2011, 24(3): 199–210.
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