Research on the Factors Influencing the Enjoyment of English Speech among Chinese University Students from the Perspective of Ideological and Political Education

Abstract

The education of ideological and political education in the new era emphasizes deepening value guidance through “emotional identification.” This study focuses on 105 undergraduates majoring in “Understanding Contemporary China: English Speech” at a university in South China, using focused writing to investigate the factors influencing the enjoyment of the English speech course in ideological and political education. The research employed NVivo 20.0 software for open coding and statistical categorization of the writing texts. The results reveal that the factors affecting enjoyment in this context exhibit multidimensional and multilayered characteristics, encompassing six categories: intrinsic enjoyment, individual-related enjoyment, feedback-related enjoyment, classroom interaction enjoyment, and resource-related enjoyment. Among these, individual-related enjoyment and topic-related enjoyment are the most significant core driving factors, while feedback-related enjoyment plays an important mediating role. The study validates the applicability of the Control-Value Theory and Expansion-Construction Theory within the context of ideological and political English speeches, revealing a virtuous cycle mechanism of “enjoyment experience—ability enhancement—value identification.” This research provides empirical evidence for constructing an emotionoriented teaching model for ideological and political English education, and it holds significant guiding value for promoting the deep integration of the “Three Advances” work with English speech courses.