English dialogic activities, skills, and interactive abilities among Chinese EFL students

This study aimed to determine English dialogic activities, skills, and interactive abilities among Chinese English as a Foreign Language (EFL) students in China to enhance the quality of college English teaching in China.A descriptive quantitative method was employed with 405 undergraduate college-level students from Huainan Normal University in China participating in this research through an online survey questionnaire.A four-part survey questionnaire was used as the instrument to gather data.To ensure the reliability of the study a descriptive correlational study method was used.The findings of this research indicated an overall favorable attitude towards English dialogic activities, skills, and interactive abilities among Chinese EFL college students.In terms of English dialogic activities, the high scores in openness for dialogue, dialogue participation, and students' attitudes suggest effective teaching practices and a conducive learning environment.Regarding English dialogic skills, while speaking skills received the highest recognition, reasoning, and critical thinking skills were also viewed positively but could benefit from additional focused interventions.In terms of dialogic interactive abilities, it revealed a collective consensus on the significance and effectiveness of interactive abilities.In addition, there were highly significant correlations among the three variables.Thus, a dialogic learning program for EFL Chinese learners was proposed to enhance Chinese college English teaching and learning.Therefore, recommendations to policymakers, curriculum designers, and English teachers to help learners pay more attention to English dialogic activities, skills, and interactive abilities to adapt to college English learning were forwarded.