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The Analysis of My Undergraduate Learning Environment

The college learning experience as an English-major student in China is the first and one of the most influential learning experiences in my adulthood. Like other learning experiences, it is influenced by several external conditions, including technology, globalization, and demographics.

First and foremost, the technology serves as the primary factor in shaping the learning experience for its fundamental impact on the way of knowing. Multimedia devices have been introduced to the classroom to facilitate the learning process and enhance students’ achievement. The listening class stands as a persuasive example.  Compared with English learners in 1980s who used taps to practice listening comprehension skills, I take tremendous advantage of computers and the internet, listening to the latest news on VOA and watching CNN live shows. With the continuous and vivid resource of newly updated English material, my listening skills are sharpened while I keep track of the development of language and culture. 

Though beneficial significantly, hi-tech devices may also interrupt the learning process when used inadequately. It is always disturbing for both students and professors when a cellphone rings during the lecture.  Also, technical challenges, such as difficulties in opening the PowerPoint file, usually waste the time of class meeting and affect the professor’s readiness to give the lecture. Inevitably, the more that technology is engaged in the learning experience and people take advantage of it, the more challenges it will pose.

Second, globalization has an impact on the content of English learning.  The increasingly tight connection contributes to widen the topics in the classroom discussion. My horizon is no longer limited to domestic affairs or the selected stories on those domestic newspapers. For instance, during the Wall Street Protest, opinions and information from different angles are presented on a variety of media, allowing a hot debate in my classroom in terms of social equality, governmental responsibility and human rights.

Moreover, as the most significant product of globalization, the marvelous development of economy and business makes  the financial success the final goal of many students’ English learning process. To meet the need, courses, such as business English and business courtesy in western culture, are offered in the English learning program and soon become the most popular ones.

There are both dispositional and societal barriers that limit learning in my undergraduate program.  My university is not a top-notch one, which means that many students there have been persuaded that they are not top students or future leaders, and working hard will not make a big difference to their destiny. The lack of motivation and confidence results in unsatisfactory participation during the class and insufficient research after class, thus prevents learning progress.  Also, since English has become one of the most popular majors in China for nearly two decades, the career prospects are not preferable in recent years. English is increasingly regarded as a tool that everyone should obtain, but not a sophisticated major that can only be handled by a small group of experts. Consequentially, English-majored students are less appreciated in job-hunting, leading to a negative atmosphere in classroom.