RESEARCH & INSIGHTS

Learning Is a Journey, Not a Destination

When students view learning classes as products to be evaluated, they expect a short-term ROI. But when they see learning as an experience, they don't think about the destination but focus on the delight of the journey that they can share among themselves and with others.

Students want to be community members, not customers. And that sense of belonging is created through strong interactions with teachers, staff, and other students.

RESEARCH & INSIGHTS

Continuous Learning Creates a Powerful Sense of Control

In China, students participate in many after-school learning activities. Once they leave school to join the workforce, the measures of success are not always obvious. This can create anxiety—especially because the economy and society move so fast. Practicing English helps students relieve stress from continuously learning and gives them control over their own destiny.

Learning English is a semi-recreational activity that inspires motivation, which acts as a key success factor. When the delicate balance between self-motivation, service, and community support needs are considered, excitement and anticipation generate around learning English.

RESEARCH & INSIGHTS

Teachers Are at the Center

Foreign teachers are a driving reason students join WSE. It is important to nurture foreign teachers’ star quality. When these teachers are at their bests, they shine and create an environment that retains and attracts new students.

Providing opportunities for teachers to connect with service staff and students is key. When new foreign teachers come to China, they need the support of a community. Students also want opportunities to interact with native speaking teachers to practice English in real-life contexts. Creating win-win opportunities to onboard teachers with service staff and students is a great way to welcome new teachers

RESEARCH & INSIGHTS

Students With Different Learning Profiles Have Different Needs

While many students learn English for social purposes, some are too shy to take part in English conversations, which smothers potential in the learning centers. Understanding different students’ learning behaviors helps to set up the right conditions for success.

Outgoing students tend to feel more comfortable speaking up in regular conversation classes. Giving students with different personalities a chance to flex their abilities in low-stress settings is important to support different modes of learning engagement.