It is pertinent to mention here that EFL education in Chinese primary schools has emerged as an
important focus of the last few decades due to rising globalization and development of
economosaic(Cosmopolitic)eti fluence of China (Wang & Kirkpatrick, 2022; Li et al. , 2023).
Today, Ministry of Education, China has laid policies to begin English learning from the third
grade; this is an indication that learning should begin early in a childhood so as to learn the
language and have the ability to communicate through it (Zhang & Liu 2024). However, many
concerns still exist in EFL educational environment such as great class size, less opportunity to
interact with real contexts, and curriculum stress on examinations (Chen et al. , 2023; Wu &
Johnson, 2024). The literature review of the present study has also stressed on the fact that new
strategies are being called for to tackle these issues. For example, Yang et al., (2023) stated that
conventional paradigm C loses the interest of young readers and Zhao and Smith (2024) noted that
more entertaining and user-centred learning approaches have to be established. In addition, Liu
and Wang (2023) pointed out that the present EFL curriculum implemented in Chinese primary
schools does not incorporate the sociocultural context and fails to provide authentic language
practice to the learners which is essential for second language acquisition. https://doi.org/10.55966/sjarr.2024.5.2.0078