Barriers to English language speaking confidence among Chinese students of Russian universities

The study investigates the major difficulties impeding confident usage of English in Chinese university students studying in Russia. The purpose of this study is to establish the need for a holistic approach to the difficulties that impede the English communication confidence of Chinese students in the Russian higher education context. The scientific novelty lies in substantiating the necessity to regard the difficulties experienced by Chinese students not as isolated problems but as systemic issues arising from linguistic, socio-cultural, ethno-psychological and educational specificity of Chinese students’ background. This systemic perspective is performed through the development of an original diagnostic questionnaire, enabling the quantitative and qualitative assessment of both the severity of these confidence barriers and the nature of their interplay. The findings reveal a disconnect between the China’s traditional teaching methods and the students’ current requirements for shifting from a teacher-oriented grammar-transfer model to a student-centered approach that cultivates analytical thinking and communicative skills. Implications for educators are discussed in terms of pedagogical practices to address confidence barriers and foster supportive, effective learning environment.