This study, conducted from the perspective of teachers, aims to explore the challenges faced by Chinese students in English exams, particularly in the areas of discourse management and communicative competence. It further investigates the factors that facilitate or hinder students’ preparation for these exams. Using a qualitative research approach, semi-structured interviews were conducted with seven English teachers, followed by focus group discussion with four teachers. The findings revealed that Chinese students are particularly weak in speaking and writing in English exams. Improvements can be made in phonological ability, logical thinking, comprehensive and positive learning approaches. However, current curriculum development, lack of intercultural communication in English, and insufficient accuracy in discourse expression hinder students’ exam preparation. Based on these findings, this study provides recommendations to address the aforementioned issues.
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