Abstract

This study investigated students’ preferences in their EFL learning at the School of Foreign Languages, at a University in China. The study was the first of its kind conducted at this univeristy, with previous evaluations having always been exclusively informed by teacher evaluation and input. One of the main objectives of the inquiry was to gather the views of 99 EFL students, with the aim of incorporating their evaluation comments in any future planning conducted in relation to the creation of more effective learning environments. This was a deliberate attempt to increase student participation in the process of improving academic outcomes ( Hayes, Mills, Christie, Lingaard, 2006). The student responses have provided important information with respect to their views on the importance of learning English, their reflections on course content and their comments on the modes of delivery of the essential macroskills in large classes as well as other perceived methodological issues. This study of the student voice on EFL study-related matters was deemed an essential endeavour in the pursuit of the goal of implementing effective pedagogies for teaching in oversized classrooms in Hebei University, China. The data analysis has uncovered many implications for Chinese education through the suggestions for future pathways offered by the respondents. In addition, the outcomes have also greatly assisted in identifying where further research is needed.