Oral participation in EFL classroom: Perspectives from the administrator, teachers and learners at a Chinese university

The need to improve second language learners' participation in oral communication has been documented in numerous studies. However, policies and practices that would improve Chinese learners' oral language skills in English represent a complex issue that presents numerous challenges to EFL teachers, administrators, and learners. Drawing on a dual Community of Practice conceptual framework, this qualitative study investigated the perceptions of educators and learners on English education at a Chinese university. On the surface, they demonstrated a joint awareness of the importance of classroom oral participation; however, their perspectives on the underlying issues differed. This research delves deeper into the EFL context by exploring how the aspects of oral participation in the EFL classroom are perceived differently by the administrator, teachers and learners, and how these discrepant points of view may affect learners in the process of classroom oral participation. This paper challenges the traditional approach of exploring learners' passive oral behaviors at the level of learners and teachers or based on the observation of interaction between them in a classroom setting. The findings of the study provide insight into ways that positive Communities of Practice can support learners' English oral participation in EFL classrooms.