A Technology-Mediated Tool (FiF) and Foreign Language Learners: DevelopingEFL Learners’ Oral Proficiency at a Chinese Higher Vocational College

The purpose of this study is to explore the impact of the Technology-Mediated Tool (FiF) on the development of English oral proficiency of EFL students in higher vocational colleges in China. The research began with a survey of students' attitudes towards the technology-mediated tool, and then a 20-week experimental follow-up study was conducted. During the research process, a mixed explanatory sequential research method was adopted, including questionnaire surveys, student interviews, teacher interviews, recording of students’ autonomous learning and formative assessment records, English oral proficiency tests, focus groups, etc. The study found that behind the students’ willingness to accept the technology-mediated tool lies concerns such as being forced to use it or being afraid of not using it and receiving poor evaluations. Students expressed concerns and a sense of burden regarding the large-scale top-down implementation of various technology tools in teaching, learning, and management in Chinese higher education. The experimental study found that the Technology-Mediated Tool has a certain positive supportive effect on the English oral proficiency of vocational college students in aspects such as pronunciation, output length, and fluency, but has little effect on deep language abilities such as consistency, completeness, and compliance of oral expression. This makes us realise that language development is the result of learners’ long-term efforts, rather than being solely dependent on technology. Additionally, it was found that the technology-mediated learning tools have no positive impact on students’ willingness to participate in class, emotional improvement, and confidence enhancement in the classroom. Instead, students feel stressed and express that they often have to use the tools meaninglessly in class to meet the requirements of the institution or the teacher. This indicates that when technology tools do not meet the needs of students or are not implemented in a standardised manner, they not only do not have a positive effect but also have a reverse effect. These findings offer advice to teachers, institution managers, and higher-level decision-makers. Furthermore, students have also expressed dissatisfaction with the tool itself, and have also put forward expectations for improvement, especially in terms of the accuracy of evaluation, the targeted nature of feedback, and the provision of training materials that are consistent with the working scenarios of higher vocational students. The developers of the tool should pay attention to these aspects.

Name dc:type.qualificationname

dprof

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2026

Author dc:creator

• Lyu, Yixian

• LC5201 Addysg estynedig. Addysg oedolion. Addysg barhaus
• PE Saesneg

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:4193