Enhancing English Language Education in Shenzhen Polytechnic University: Strategies for Effective Teaching and Learning ()
1. Introduction
Shenzhen Polytechnic University, as a recently upgraded institution, commenced its first intake of four-year students in September 2023. The university places significant importance on equipping students with a comprehensive skill set that encompasses both technical expertise and a well-rounded humanitarian outlook. While the primary focus lies in cultivating knowledge and logical thinking within their respective fields, the university recognizes the crucial role of English language education in today’s globalized world.
English language courses are allocated three periods per week for one year within the university’s tight curriculum. This limited instructional time poses a challenge in planning the English language learning period to enable students to effectively communicate their ideas, engage in international collaborations, and access a vast array of knowledge and resources.
This essay aims to address the challenge of organizing English lessons within the university’s curriculum structure drawing upon the teaching experiences of students majoring in Renewable Energy Vehicles and Animation. The goal is to provide recommendations that optimize the limited instructional time available while ensuring the development of essential language skills and communication abilities. By adopting learner-centered strategies grounded in constructivism and sociocultural theory, incorporating practical and relevant content, leveraging technology, and conducting a survey to assess proficiency levels and language learning goals, instructors can create English lessons that are engaging, effective, and aligned with the unique needs and goals of polytechnic students.
2. Constructivism and Sociocultural Theory in Education
Constructivist theory emphasizes the active construction of knowledge by learners through their interactions with the environment, i.e. learners construct new ideas or concepts based upon their current/past knowledge (Mergendoller & Thomas, 2020) . In the context of English language education, this means that students should be actively engaged in the learning process, constructing meaning and understanding through hands-on experiences. By adopting a learner-centered approach, instructors can facilitate student autonomy and encourage them to take an active role in their own language acquisition. This can be achieved by providing opportunities for students to explore and discover language patterns, engage in problem-solving tasks, and reflect on their learning experiences. By encouraging students to construct their own knowledge, instructors can foster a deeper understanding and long-term retention of the English language.
Sociocultural theory emphasizes the role of social interactions and cultural context in language learning. According to this theory, learning is not an individualistic endeavor but rather a social process that occurs through meaningful interactions with others and the utilization of cultural tools within a particular community (Rogoff, 2014) . Instructors can create a supportive and collaborative learning environment where students can engage in meaningful interactions with their peers and instructors. Group discussions, collaborative projects, and language exchanges can provide opportunities for students to use English in authentic social contexts, fostering their communication abilities and intercultural competence (Kramsch & Whiteside, 2020) . By incorporating real-world examples and tasks that reflect the sociocultural aspects of students’ majors, instructors can help students connect their language learning with their future professional pursuits.
Moreover, technology can be leveraged to enhance the English language learning experience within a constructivist and sociocultural framework. Online resources, multimedia materials, and language learning platforms can provide students with additional opportunities for self-directed learning, authentic language use, and exposure to diverse cultural perspectives. Technology can also facilitate collaborative learning and communication beyond the confines of the classroom, enabling students to connect with English speakers and resources globally.
3. Understanding the Unique Characteristics and Needs of Polytechnic Students
To gain insights into the unique characteristics and specific requirements of polytechnic students, a preliminary survey was conducted before the start of the class. The survey aimed to evaluate their proficiency levels in English and identify their individual language learning objectives. The survey yielded the following findings.
Students of these two majors possess strengths in grammar and reading skills. They are familiar with exam-oriented writing patterns, indicating a good understanding of structure and organization. However, a significant area of weakness lies in the ability to effectively express their thoughts through writing. Students struggle with conveying their ideas coherently and in a manner that effectively communicates their intended message.
Furthermore, students face challenges in speaking, listening, and translating. Their speaking skills are often underdeveloped, resulting in difficulties in expressing themselves orally and engaging in meaningful conversations. Similarly, their listening skills require improvement, hindering their ability to comprehend spoken English and participate actively in discussions or lectures. Additionally, students encounter difficulties in translating accurately between English and their native language, affecting their overall language proficiency.
In terms of language learning goals, students at Shenzhen Polytechnic University aspire to enhance their communicative skills, particularly in engaging with foreigners. They recognize the importance of effective communication in a globalized world and seek to overcome barriers that prevent meaningful interactions with individuals from different linguistic and cultural backgrounds. Additionally, many students have a desire to engage in future research work and pursue higher degrees. However, their current reading proficiency is not sufficient to fully comprehend major-related academic articles, which are crucial for their academic and research endeavors.
4. Adopting a Learner-Centered Approach
To cater to the above-mentioned proficiency levels and language learning goals of these students, it is beneficial to adopt a learner-centered approach that aligns with constructivism and sociocultural theory. By incorporating relevant and practical content into lessons and implementing active learning strategies, instructors can create an environment where students actively construct knowledge and meaning through interactions with the language and their peers. This approach prioritizes social interactions, collaborative learning, and the utilization of cultural tools, which are fundamental principles in both constructivism and sociocultural theory (Vygotsky, 2018) .
4.1. Engaging Students through Relevant and Practical Content
To motivate students and facilitate effective learning, English lessons should include content that is directly relevant to their academic and professional interests (Harmer, 2015) . English lessons should be thoughtfully crafted to incorporate content related to the domains of Renewable Energy Vehicles and Animation.
For students majoring in Recyclable Energy Vehicles, English lessons are designed to explore topics such as renewable energy sources, electric vehicle technology, and sustainable transportation systems. By incorporating case studies of successful projects in the field, students can analyze and evaluate real-life examples, applying their language skills to understand and discuss the language used in these contexts. This approach encourages students to actively construct knowledge by connecting language learning to their academic domain, fostering a deeper understanding of both the language and the subject matter.
Similarly, for students majoring in Animation, English lessons focus on content related to animation production techniques, storytelling, and character development. By integrating real-life examples of popular animation films or case studies of successful animation projects, opportunities are created for students to analyze and discuss the language used in these contexts. Students can engage in collaborative activities where they apply language skills to create storyboards, write animation scripts, or deliver presentations on animation-related topics. This constructivist approach allows students to actively construct their knowledge of language and animation by connecting language learning to their field of study.
4.2. Incorporating Active Learning Strategies
Incorporating active learning strategies, such as group discussions and project-based tasks, is another pedagogical approach rooted in constructivism and sociocultural theory (Johnson, Johnson, & Stanne, 2020) . These strategies promote student engagement, knowledge construction, and language development in English teaching and learning. By actively participating in the learning process, students majoring in Recyclable Energy Vehicles and Animation can effectively apply their language skills in relevant and practical contexts.
In the Recyclable Energy Vehicles class, for example, group discussions are facilitated to explore the advantages and challenges of implementing electric vehicles in their local community. Through these discussions, students engage in critical analysis, collaborative problem-solving, and language use, enhancing their speaking and presentation skills. The constructivist approach emphasizes that learners actively construct their own knowledge, and by engaging in group discussions, students can collectively construct meaning and develop a deeper understanding of the topic.
Similarly, in the Animation class, project-based tasks provide a platform for students to collaborate and communicate in English. Animation projects are assigned that require students to work together, fostering teamwork, creativity, and effective language use. As students brainstorm ideas, plan, and execute their projects, they engage in authentic language use and develop both their linguistic and artistic skills. This hands-on approach aligns with sociocultural theory, which emphasizes the importance of social interactions and collaborative learning. Through project-based tasks, students can learn from their peers, benefit from group dynamics, and collectively construct knowledge and meaning.
4.3. Providing Opportunities for Authentic Language Use in Real-Life Scenarios
To enhance English language learning, it is crucial to prioritize the provision of opportunities for authentic language use in real-life scenarios (Richards & Rodgers, 2014) . This pedagogical approach highlights the significance of connecting language learning to real-world experiences and cultural contexts, fostering the application of language skills in meaningful and practical contexts through immersing students in simulations, role-plays, and experiential learning activities that reflect situations they may encounter in their future careers.
For instance, in the Recyclable Energy Vehicles class, students engage in mock negotiations for renewable energy projects. This simulation allows them to practice English language skills while navigating the complexities of discussing and promoting sustainable transportation solutions. Through this activity, students not only enhance their language proficiency but also develop critical thinking, problem-solving, and interpersonal skills necessary for their future professional roles.
Similarly, in the Animation class, students participate in role-plays that simulate real animation studio meetings or pitching animation concepts to clients. By engaging in these experiential learning activities, students gain practical experience in using English to communicate ideas, collaborate with team members, and present their work effectively. Moreover, these activities also foster creativity, adaptability, and cultural awareness, which are essential competencies in the animation industry.
5. Maximizing the Use of Limited Contact Hours
The reduced number of English lessons (3 periods per week) poses a challenge to students’ language development and confidence in English proficiency. To address this, employing strategies rooted in constructivism and sociocultural theory becomes crucial. Designing a well-structured and comprehensive curriculum allows for the active construction of knowledge, empowering students to take ownership of their language development. Integrating language skills in a balanced manner not only promotes the acquisition of language proficiency but also fosters social interactions and collaborative learning, aligning with sociocultural theory. These approaches maximize the limited contact hours by engaging students in meaningful interactions, encouraging autonomy, and creating a supportive learning environment that facilitates effective English language learning.
5.1. Designing a Well-Structured and Comprehensive Curriculum
Designing a well-structured and comprehensive curriculum is essential in maximizing the limited contact hours and ensuring effective language learning (Brown, 2007) . Great care is taken by the instructor in planning the curriculum, considering the specific language learning goals and needs of the students. Through this approach, a cohesive and organized framework can be created, facilitating the systematic development of language skills.
In the Recyclable Energy Vehicles class, for example, the curriculum is designed to immerse students in language learning tasks and activities that are directly relevant to their field of study. Careful selection is made of specialized vocabulary related to renewable energy, sustainable transportation, and engineering principles. Reading materials are chosen to expose students to technical texts and research papers in the field, allowing them to enhance their reading comprehension skills while gaining subject-specific knowledge. Additionally, oral presentations and discussions focus on topics such as the design and implementation of energy-efficient vehicles. By integrating these elements into the curriculum, students are not only improving their language proficiency but also acquiring the necessary terminology and knowledge to excel in their future careers.
In the Animation class, the curriculum is designed to develop students’ language skills in a way that aligns with their passion for visual storytelling. Modules are created to introduce animation terminology and techniques, scriptwriting, and character development. Students engage in collaborative projects that require them to communicate and express their ideas effectively in English. Through these hands-on activities, students not only enhance their language skills but also cultivate their creative and critical thinking abilities. The curriculum provides a balance between language acquisition and artistic expression, allowing students to thrive in both areas.
By designing a well-structured and comprehensive curriculum, the instructor ensures that the limited contact hours are utilized effectively. The curriculum serves as a roadmap that guides students through a systematic progression of language learning activities, providing them with ample opportunities to practice and apply their language skills. It also creates a sense of coherence and purpose, enabling students to see the relevance of their language studies to their chosen fields of study. Ultimately, a well-designed curriculum enhances students’ language proficiency, subject-specific knowledge, and overall learning experience.
5.2. Integrating Language Skills (Listening, Speaking, Reading, Writing) in a Balanced Manner
Integrating language skills in a balanced manner is a key element in optimizing the limited contact hours and promoting holistic language development (Nation, 2013) . Careful consideration is given by the instructor to the design of activities and tasks that encompass listening, speaking, reading, and writing skills, ensuring a comprehensive approach to language learning.
To begin with, listening activities involve the use of authentic audio materials that are relevant to the students’ fields of study. For instance, in the Recyclable Energy Vehicles class, students listen to speeches or interviews with experts in the renewable energy industry. These activities not only enhance students’ listening comprehension skills but also expose them to subject-specific vocabulary and ideas. Following the listening tasks, speaking activities are incorporated to encourage students to engage in discussions and express their thoughts and opinions. This integration allows students to practice their speaking skills by utilizing the language they have encountered in the listening activities, fostering fluency and confidence in communication.
Reading activities play a vital role in developing students’ reading comprehension skills and expanding their vocabulary. In the Animation class, for example, students read articles or case studies on animation techniques or the history of animation. By engaging with authentic texts, students gain exposure to specialized terminology and gain a deeper understanding of the subject matter. Writing tasks are then integrated to provide opportunities for students to consolidate their learning and express themselves in written form. These tasks include writing reports, summaries, or reflective essays that require students to apply the knowledge they have acquired through reading and incorporate their own critical thinking.
By integrating listening, speaking, reading, and writing skills in a balanced manner, students can develop a well-rounded proficiency in English. This approach allows them to effectively communicate, comprehend, and express themselves in both academic and professional contexts. Furthermore, it reinforces the connection between language skills and subject-specific knowledge, enabling students to use English as a tool for learning and success in their chosen fields.
6. Enhancing Language Learning beyond the Classroom
In addition to the in-class learning strategies mentioned earlier, incorporating constructivism and sociocultural theory into language learning outside the classroom is vital. This can be achieved by providing opportunities for self-directed learning, participating in language exchange programs and extracurricular activities, and fostering a supportive learning environment through language clubs and conversation groups (Benson, 2011) . These approaches promote active knowledge construction, social interactions, and cultural understanding, ultimately empowering students to take ownership of their language development and enhance their language skills beyond formal instruction.
6.1. Encouraging Self-Directed Learning through Recommended Resources and Online Platforms
Encouraging self-directed learning through recommended resources and online platforms is an effective way to promote language learning beyond the classroom. Constructivism emphasizes that learners actively construct their own knowledge, and self-directed learning allows students to take ownership of their learning process. By providing students with a list of recommended resources, they can be empowered to explore and engage with materials that align with their specific interests and language learning goals.
Recommended resources can include textbooks, online articles, videos, and language learning apps that provide relevant content related to the students’ majors. These resources can offer in-depth information, practical examples, and language use specific to the students’ chosen fields of study. For example, students majoring in Recyclable Energy Vehicles can access textbooks or online articles that delve into the technical aspects of renewable energy sources, electric vehicle technology, and sustainable transportation systems. Similarly, students majoring in Animation can utilize resources that focus on animation production techniques, storytelling, and character development. By exploring these resources, students can expand their knowledge base, strengthen their language skills, and gain a deeper understanding of the language used in their respective fields.
Engaging with online platforms is another valuable aspect of self-directed learning. There are numerous language learning websites, online forums, and communities that provide interactive tools, language practice opportunities, and peer support. The instructor recommends course online platform and language learning apps like Daily English Listening APP, Baicizhan Vocabulary Learning APP, and Daily English Reading APP that offer features such as vocabulary exercises, grammar lessons, and language exchange forums. These platforms enable students to practice their language skills, receive immediate feedback, and interact with other language learners from around the world. This interactive and collaborative aspect of online platforms aligns with the sociocultural theory, which emphasizes the importance of social interactions and cultural tools in language learning.
6.2. Promoting Language Exchange Programs and Extracurricular Activities
Promoting language exchange programs and extracurricular activities is an effective strategy to enhance language learning beyond the classroom. Language exchange programs provide a platform for students to engage in authentic conversations with native English speakers or other language learners who are also interested in practicing English. This sociocultural approach creates a supportive environment where students can communicate in real-life situations, apply language skills learned in the classroom, and gain exposure to different cultural perspectives (Warschauer & Kern, 2000) . By interacting with individuals from diverse linguistic and cultural backgrounds, students not only develop their language proficiency but also enhance their intercultural competence, fostering a deeper understanding and appreciation for different cultures and ways of communication.
Extracurricular activities, such as attending English-speaking events or participating in English Corners, provide additional opportunities for language practice in a more relaxed and informal setting. These activities allow students to engage in conversations on various topics related to their majors. Through these interactions, students can expand their vocabulary, develop fluency, and improve their ability to express ideas and opinions in English. Moreover, joining clubs or participating in language competitions related to their areas of interest provides a context where students can collaborate with peers who share similar passions. This collaborative learning environment fosters knowledge construction, critical thinking, and problem-solving skills, which are key principles of constructivism.
Promoting language exchange programs and extracurricular activities aligns with both constructivism and sociocultural theory as it emphasizes the importance of social interactions, collaborative learning, and the integration of language skills into real-life contexts. By actively participating in these activities, students not only improve their language proficiency but also develop important social and communication skills that are essential for their future careers. These experiences enable students to engage with the language in meaningful ways, making their language-learning process more relevant and motivating. Moreover, through interactions with peers who have different language backgrounds, students develop a greater appreciation for linguistic diversity and acquire valuable intercultural skills that are crucial in today’s globalized world.
6.3. Creating a Supportive Learning Environment through Language Clubs and Conversation Groups
Creating a supportive learning environment through language clubs and conversation groups is a valuable strategy to enhance language learning beyond the classroom (Richards & Rodgers, 2014) . These clubs and groups provide a dedicated space where students can come together to practice their English skills, engage in conversations, and receive feedback from their peers and the instructor. By facilitating the formation of these groups, instructors promote a constructivist approach that encourages active learning, collaboration, and knowledge construction.
In these language clubs and conversation groups, students have the opportunity to share their experiences and difficulties in learning English, creating a supportive and empathetic atmosphere. They can discuss topics related to their majors, allowing them to apply their language skills in a context that is relevant to their academic interests. By actively engaging with the language and their peers, students deepen their understanding of the language and develop their communication skills in a meaningful way.
The instructor assumes a crucial role in these groups by offering guidance, facilitating discussions, and providing feedback to students. Relevant discussion topics are introduced, language support is provided, and assistance is given to students in overcoming language barriers they may encounter. Through the provision of structure and guidance, the instructor ensures that conversations are productive, focused, and inclusive. Scaffolding techniques, such as offering sentence frames or vocabulary resources, can be incorporated to effectively support students’ language development and comprehension. Active participation from the instructor fosters a supportive learning environment where students receive valuable input from both their peers and the instructor, thereby enhancing their confidence in using English in real-life situations.
The creation of a supportive learning environment through language clubs and conversation groups aligns with the principles of constructivism and sociocultural theory. It promotes active engagement, collaboration, and knowledge construction as students actively interact with the language and their peers. Moreover, it fosters a sense of community and support, which is vital for language learners to feel comfortable taking risks and making mistakes, both of which are essential for language acquisition. By providing a platform for students to practice English in a supportive and nurturing environment, instructors facilitate the development of fluency, accuracy, and confidence in their language skills.
7. Conclusion
Enhanced English language education in polytechnic universities is vital as it equips students with essential language skills crucial for success in their respective fields. Proficiency in English fosters effective communication, collaboration, and access to global opportunities. Strong English skills provide students with a competitive edge in the job market, facilitate international exchanges, and open doors to academic and research prospects.
As an instructor of students in the Recyclable Energy Vehicle and Animation majors, I employ strategies grounded in constructivism and sociocultural theory to create a tailored learning environment that aligns with students’ needs and interests. These approaches empower students to actively construct knowledge, engage in meaningful interactions, and develop a deep understanding of language within authentic contexts. By implementing these strategies, the learning efficiency and effectiveness of students have significantly improved.
The integration of constructivism and sociocultural theory fosters a supportive learning environment that encourages autonomy, collaboration, and cultural understanding. By embracing these principles, English instructors can effectively organize lessons that empower students to actively construct knowledge, engage in meaningful interactions, and develop cultural awareness. As instructors at Shenzhen Polytechnic University, our commitment is to provide a comprehensive and engaging English language education that prepares our students for success in an increasingly globalized world. These practices also serve as valuable guidance for English instructors in other newly upgraded polytechnic universities, enabling them to plan their teaching strategies and achieve better learning and teaching outcomes.