An investigation into Chinese ESL learners’ perceptions of English language teaching and learning in Australia: a case study of an English language training program

In recent decades, with the rapid economic development of China, there has been a large influx of Chinese students into Western countries to pursue their studies. Empirical research by Yu and Shen (2006) indicates that some international students have difficulties adapting to the Western learning environment due to linguistic and academic challenges. Adopting a qualitative case study approach, this thesis examines how Chinese ESL learners perceive English language teaching in Australia and the learning difficulties they face. By doing so, it seeks to help instructors make informed pedagogical decisions and assist learners in addressing these difficulties. Ten Chinese students who were or have been enrolled in an English language program at Macquarie University participated in qualitative interviews. Meanwhile, the researcher observed five English sessions to gain a better understanding of Western teaching pedagogy. The findings reveal that the participants show highly positive attitudes toward the communicative approach, and mostly favor grammar instruction within communicative practice. The learning difficulties they experience are mostly influenced by their prior exposure to Chinese teaching and learning styles. English language teaching at Macquarie University is communication-oriented and learner-centered, and generally corresponds with what the learners reported during the interviews.