Factors influencing ‘Baosong’ students’ foreign language major choice in China

Thesis

2024 marks the first year of implementing the newly-reformed baosong policy released by the Ministry of Education of China. Baosong students are those who can be exempted from taking the gaokao, namely China’s national college entrance exam, and gain direct admission of several prestigious universities because of their outstanding abilities in foreign languages. According to the official regulations, from this year onwards, only three public higher education institutions (HEIs) will be eligible to enroll baosong students in English-language majors. Baosong students who apply for other HEIs can only choose from language majors other than English. Consequently, the choice of foreign language and university has become a major concern for this cohort.

This study aims to understand the decision-making process of baosong students regarding college and major choices and to empower prospective baosong students by providing them with information and insights. It also seeks to inform administrators from higher educational institutions to support students in their decision-making process. To this end, a qualitative method of semi-structured interviews was used to gather the experiences of baosong students who have recently navigated this process. Thematic analysis was employed to reveal deep insights from the participants’ accounts, using the L2 Motivational Self System (L2MSS) theory and Hossler and Gallagher’s three-phase model of the decision-making process as the theoretical basis.

The research found that Chinese baosong students’ decisions were not a linear progression but rather an upward spiral trajectory, as they continuously adjusted and optimized their university and major choices. Many informants adopted a utilitarian perspective on language learning, while only a few language-loving baosong students emphasized the unity of the instrumentality and humanity of language education. As a result, they tended to prioritize universities over specific foreign language majors. Additionally, baosong students were influenced by multiple factors throughout the process, including their personal interests and learning backgrounds, surrounding people, high schools and universities, policy reforms, and technological factors. In particular, the Ideal L2 Self, Ought-to L2 Self, and learning experiences bore different weights at different stages, with the former two having a paramount impact. When the Ideal L2 Self conflicts with the Ought-to L2 Self, baosong students often need to reconcile these divergences. While some follow suggestions from surrounding people and external pressures, students with clear objectives tend to be more determined and less influenced by others’ voices.

Authors: Xue, L

• DOI: 10.5287/ora-6ryn80b4g
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: HE; decision-making process; HE2024; baosong students in China; L2 learning; college and major choice; interviews
• Subjects: College integration; Decision making; Education; Interviews