Effects of Different Classroom Activities on the English Speaking Proficiency of Chinese EFL Students

Abstract

Previous research findings have identified the importance of speaking proficiency in English learning and teaching, and class activities can exert significant effects on learners’ speaking proficiency. Therefore the purpose of this study is to answer the question “What effects should different classroom activities have on the English speaking proficiency of Chinese EFL students?” by collecting evidence from previous studies and literatures. Through detai led discussion and connection among the evidence, the study finally concludes three factors relating to anxiety, interaction, and motivation that contribute to the effectiveness of classroom activities on English speaking proficiency.