FACTORS INFLUENCING ADULT EFL CHINESE STUDENTS’ LINGUISTIC COMPETENCY AND STRATEGIES FOR ITS ENHANCEMENT: A PEDAGOGICAL PERSPECTIVE BASED ON THE DECLARATIVE/PROCEDURAL MODEL OF LANGUAGE

Abstract

This study aims to investigate the manageable factors influencing adult EFL Chinese students’ linguistic competency and to construct instructional innovations based on the Declarative/Procedural Model of Language. The five core factors examined are motivation, attitude, exposure, environment, and cognition. A mixed-methods approach was adopted, integrating both quantitative and qualitative instruments, using questionnaires, interviews, classroom observations, and language learning logs. A one- group pretest-posttest design was applied to assess the effectiveness of instructional innovations developed according to the theoretical framework. The study also evaluates the effectiveness through effect size and effectiveness indexes, aligning with China’s Standards of English Language Ability (CSE). The results provide evidence that the five manageable factors play significant roles in shaping linguistic development and that innovations grounded in the Declarative/Procedural Model contribute to meaningful improvement in language learning outcomes. Furthermore, students expressed a high level of satisfaction with the instructional design, activities, and learning experiences.