To what extent do EFL learning beliefs differ between high-English-proficiency and low-English-proficiency engineering students in China's application-oriented universities?
While there is no specific search result directly addressing the beliefs of engineering students in China's application-oriented universities, we can still gain some insights from the available information. Here are a few relevant findings from the search results:
The belief in the importance of English proficiency: English proficiency is often considered essential in EFL education, including in China. This suggests that engineering students, regardless of their proficiency levels, may understand the importance of English in their field.
The impact of English proficiency on attitudes: One study mentioned that low English proficiency was linked to higher levels of demotivation among EMI (English-Medium Instruction) students. This suggests that engineering students with lower English proficiency may face greater challenges and potential demotivation in their English language learning.
Learner autonomy and English proficiency: Another study explored the relationship between learner autonomy and English proficiency. It highlighted that learners with higher English proficiency tend to have a higher degree of social autonomy in their learning environment . This suggests that engineering students with higher English proficiency may be more independent and self-directed in their language learning.
Based on these findings, we can infer that there may be differences in EFL learning beliefs between high-English-proficiency and low-English-proficiency engineering students in China. Students with higher English proficiency may exhibit greater motivation and learner autonomy in their EFL learning, while those with lower English proficiency may face additional challenges and potentially be less motivated.
It's important to note that these conclusions are based on general observations from the search results, and more specific research focusing on engineering students in China's application-oriented universities would be needed for a more accurate assessment of their EFL learning beliefs.
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