Perceptions Of Secondary School Students Towards English As A Foreign Language Learning: A Study In China

Abstract

It was oversimplified in Chinese job ads for English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers. In the process of applying for teaching posts in China, applicants who come from English-speaking core countries may have an edge over those who have more teaching experience but fail to possess a travel document from the English-speaking core country. Because they are the instructors who will be teaching the students, the views of the students about the English as a Second Language teachers are a significant influence in choosing who is recruited. What further qualifications are required to become an English as a Second Language (ESL) teacher in China, except from the fact that one must be a native speaker and possess a certain nationality? It was the intention of this study to evaluate the perceptions that Chinese students have about English as a Second Language (ESL) and English as a Foreign Language (EFL) teachers based on factors such as their ethnic background, nationality, and the number of years they spent instructing English, the frequency of TESL qualifications they have earned, and the frequency of months they have instructed English. As per the findings of the research, it is possible that the biassed employment requirements are the result of the prejudice that students have towards prospective instructors. The findings of the research, on the opposing hand, indicate that the perceptions that students have based on the survey do not correspond with the qualifications for English as a Second Language teaching employment in China.