A Study On The Correlation Between Senior High School Students’ Reflective Learning Ability And Their Achievement In English

English reflective learning ability is a kind of learning capacity that enables students to conduct self-cognition, self-improvement and self-evaluation in learning process. Reflective learning catches people’s attentions home and abroad. Either from the aspect of lifelong learning or English curriculum reform, English reflective learning plays an important role in learning process. However, English grade is a permanent topic among all students in their learning process in present situation of China’s education. Meanwhile, there is no doubt that English learning method has a significant impact on academic achievement. Therefore, it is crucial to research on the students’ English reflective learning ability and the correlation between students’ reflective learning ability and their English achievement, which will provide suggestions for teacher as well as student to improve English reflective learning method and students’ English achievement.In order to find out students’ present reflective learning ability and the correlation between students’ reflective learning ability and their English achievement, this study uses questionnaires designed by Kember et al to test students’ reflective learning ability in course learning to research on 240 objectives in senior high school. Then collect their English records and use the basic theory of constructivism, meta-cognition to analyze statistics through descriptive statistics, One-Way ANOVA and correlation of SPSS. The study indicates the level of students’reflective thinking is relatively low in senior high school and students’reflective learning ability has a positive correlation between their academic achievements in English course. The research shows that it is essential for both teachers and students to improve senior high school students’ reflective learning ability in English course.Based on the result of this study, the author proposes some feasible advices. For teachers, they should do as the following. Firstly, respect students’ initiatives in English learning. Secondly, create a harmonious environment to inspire students’ sense of reflection in English learning. Thirdly, assign homework elaborately and give feedback in time. Lastly, assess students’ reflective learning abilities regularly to improve their reflective learning abilities. With regard to students, they should set up a learning plan from the beginning, and write their learning journal. In addition, they should conduct some self-evaluation and communicate with others. Apart from these, during this research the author has got some enlightenment, found some limitations, and proposed some suggestions for future study.