An Experimental Study of Chinese English Major Students' Needs and Preferences of Classroom Learning Activities at the University Level

摘要

This study investigates Chinese English major students' learning needs and preferences including their attitudes towards student-centred and traditional teaching approaches, culture learning in EFL program, attitudes towards authority in class, the main problems encountered in the course of their learning English, and their practice of language learning strategies. The findings of this research will provide Chinese EFL teachers with insightful information on learners' learning needs and preferences as an input to syllabus and materials planning, to lesson planning and classroom instruction practice. The study demonstrates the importance of a good understanding of learner variables in TEFL program at the university level in China. The findings can also be applicable to TEFL programs in other parts of Asia.