Fostering Leadership Competencies in Non-English Speakers: Foundation for A Vocabulary Driven Program

Abstract

The researcher assessed the leadership competencies of non-English speakers in Chinese schools as a basis for developing a vocabulary-driven program. The study examined respondents' profiles and their evaluations of vocabulary-driven interventions, explored the effectiveness of these interventions, and determined significant differences based on respondent profiles, ultimately proposing a program to enhance leadership competencies. The study used a descriptive-quantitative research design and utilized 500 students from selected five schools in China such as Guangdong University of Science and Technology, Dongguan City University, Guangdong Medical University, Gannan Normal University, and Hunan University. The study underscores the importance of vocabulary-driven interventions in developing leadership competencies among non-English speakers in Chinese schools, highlighting the need for tailored strategies based on gender, year level, and course. It calls for inclusive learning environments, personalized feedback, and culturally relevant pedagogy to enhance student engagement and leadership development.