Strategies for improving the oral English proficiency of students in county-level high schools in China

Abstract

Research has demonstrated a notable disparity in oral English proficiency between county-level and urban high school students. To address this gap and enhance the speaking skills of county-level students, this study investigated the challenges they face in English communication, explored the root causes, and proposed targeted strategies. Grounded in Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and the Educational Ecosystem Theory, the research advocated for a threefold approach: optimizing linguistic input through technology-enhanced resources, fostering active language production via task-based activities, and establishing a multidimensional support system involving teacher training and policy interventions. These efforts aim to bridge the urban-rural educational divide, ultimately contributing to greater equity in English language education.