EFL Learner Identity and Speaking Proficiency Survey of 392 Chinese University Students

Supplementary file 1 from a study by Yeqing Tao, published on figshare in April 2026. The dataset likely contains survey data from 392 Chinese non-English major sophomores, examining relationships between learner identity, speaking proficiency, autonomous learning skills, and speaking anxiety. The data was analyzed using structural equation modeling.

Use Cases

• Modeling the mediating effect of speaking anxiety on learning outcomes based on the described latent constructs.
• Analyzing correlations between learner identity components and English speaking proficiency.
• Investigating the relationship between identity belongingness/expectations and autonomous learning skills.
• Replicating or extending structural equation models for sociopsychological factors in language education.

Strengths

• Data is from a specific population of 392 Chinese university students.
• Study design is explicitly based on Identity Theory and the Affective Filter Hypothesis.
• Results indicate a quantified mediating effect, with speaking anxiety accounting for approximately 36% of total effects.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Data may reflect geographic and population bias inherent to the single study of Chinese sophomores.

Provenance

Source

Yeqing Tao

Collection Method

Survey data collected from university students, analyzed with structural equation modeling (SEM).

Time Range

Study publication date is 2026; specific data collection period is unknown.

Freshness

Last updated 2026-04-10 05:58:17; freshness should be verified.

Geography

China (participants were Chinese university students).