“Learning lords” and “ink in your stomach”: eliciting Chinese EFL students’ beliefs about classroom participation

Drawing from the theory of planned behavior, we conducted a belief elicitation study to gain insights on what considerations guide Chinese English-as-foreign-language students’ decision to participate in English during class. We used four semistructured focus groups (in Chinese) to explore salient beliefs from a total of 34 Chinese university students enrolled in a Sino-American international branch campus. Results suggest that participants...