A Study on the Current Status of English Learning and Teaching Countermeasures for Secondary Vocational School Students under the Background of the Vocational Education College Entrance Examination

DOI: https://doi.org/10.62517/jhve.202616504

Author(s)

Siran Huang*, Yanhua Chen, Jian Li

Affiliation(s)

Affiliated Traditional Chinese Medicine School of Guangxi University of Chinese Medicine, Nanning, Guangxi, China *Corresponding Author

Abstract

Taking students from a vocational school of medicine and health in Guangxi as research subjects, this empirical study conducts an investigation from dimensions including English proficiency, willingness for further education, learning difficulties and examination-preparation needs. The results show that students generally have a weak foundation in English yet hold a strong desire for further education; vocabulary and grammar constitute core learning barriers; there is a prominent misalignment between existing curricula and examination-preparation demands; students’ preparation needs focus on score-oriented test-taking, and they demonstrate high acceptance of speciality-integrated and fragmented learning. Deep-seated dilemmas arise from four interwoven issues: structural mismatch between teaching provision and further-education requirements, a vicious circle of poor prior knowledge and insufficient learning motivation, superficial integration between English and speciality courses, and asymmetric information about examination requirements. Accordingly, this paper proposes reform pathways corresponding to these dilemmas from five dimensions: developing examination-preparation resources, implementing stratified teaching, optimising classroom instruction, providing examination-requirement guidance and offering psychological support. It aims to provide practical references for adapting English teaching in medical-health secondary vocational schools in Guangxi to the reform of the Vocational Education College Entrance Examination.

Keywords

Vocational Education College Entrance Examination; Secondary-Vocational English; Current Status of Learning; Teaching Countermeasures

References

[1] Lu C C, Liu L P. Logical Reconstruction, Practical Obstructions and Governance Optimisation of Secondary-higher Vocational Articulation under the Background of the Vocational Education College Entrance Examination[J]. Education and Vocation, 2026, (17): 42-51. [2] Li C, Leng B. Research on Region-adapted Reform of the “Cultural Quality plus Vocational Skills” Evaluation System for the Vocational Education College Entrance Examination[J]. Adult Education, 2026, 46(9): 66-75. [3] Ni M. Connotation, Orientation and Optimisation Paths of “Teaching-examination Alignment” for the Vocational Education College Entrance Examination[J]. Vocational Education Forum, 2026, 42(6): 92-100. [4] Zhou H Y, Xia C M, Wang X X. Exploration and Practice of Vocational Education College Entrance Examination Reform in the Context of Educational-assessment Reform — Taking Independent Enrolment of Shanghai Junior Vocational Colleges as an Example[J]. Vocational and Technical Education, 2026, 47(9): 29-35. [5] Peng Z B, Cai S M, Wang Y L, et al. Practical Experience, Real-world Dilemmas and Optimisation Strategies for Vocational Education College Entrance Examination Reform — Evidence from Jiangsu Province[J]. Chinese Journal of Vocational and Technical Education, 2026, (3): 85-93+112. [6] Peng L Z. Construction Strategies for the “Promoting Teaching via Examinations” Pedagogical Model for Secondary-vocational English under the Background of the Vocational Education College Entrance Examination[J]. Science and Education Guide, 2026, (8): 143-145. [7] Luo C X. Practical Pedagogical-strategy Exploration for Secondary-vocational English amid the Vocational Education College Entrance Examination[J]. Overseas English, 2024, (24): 94-96. [8] Wang Y J, Jia M Y. Problem Analysis and Response Strategies for Secondary-vocational English-teaching Reform from the Perspective of Subject Core Competencies[J]. Vocational and Technical Education, 2025, 46(5): 12-18.