Study On Influence Of College Students’ Network Social Support And Self-monitoring Capability To English Academic Achievement

In recent years,with the rapid development and wide popularization of the information network technology,the Internet trace can be seen in all aspects of education.Its development not only brings opportunities but also great challenges to education.In the aspect of language learning online language learning has gradually become a main supplementary way of traditional learning.Online learning emphasizing more on the autonomy,this specificity also determines the learner has a high requirement of self-direction,self-control and autonomy.Therefore,the self-monitoring capability in online learning gradually has drawn more and more attention.The usage of the Internet has not only changed the way individuals learn and work,but changed the individual’s lifestyle and social interaction patterns as well.College students as the major group of using the Internet,with the help of network,the interpersonal communication has become a new way of human interaction.This personal interaction is just like the traditional face-to-face interaction,which is capable of providing social support.Therefore,this researcher uses empirical research methods to explore the relationship between the social support,the external environment the learners perceives in the network and learners’ academic self-monitoring capability in the internal factors and English achievement.This paper uses a quantitative research method,conducting research via a questionnaire,using spss17.0 software for statistical analysis.The researcher uses two questionnaires: Self-Monitoring Capability Scale of students’ in the network-based English Learning conducted by professor Zhu Chunlan and Students’ Network Social Support Questionnaire made up by Liang Xiaoyan to conduct a survey towards 425 sophomores and juniors from some Hnan university non-English majors about their social support and academic self-monitoring capability in the network environment.The questionnaire consists of two parts,the first part is about the subject’s basic information;the second part is the investigation of learners’ social support and academic self-monitoring capability in network environment.This study examines the relationship between non-English majors’ network social support,academic self-monitoring capability in network environment and academic achievement.Then explore the relationship between them.The researching results are shown below:(1)The network social support of college students is in the middle level as a whole,and the dimension scores from high to low in order is information support,emotional support,social members support and instrumental support.There are significant differences in major,gender,grade and network using time of college students’ network social support and its factors but in the network age the difference is not significant.(2)The network self-monitoring capability of college students is above the middle level as a whole,and the dimension scores from high to low in order is strategic self-monitoring,emotional self-monitoring,cognitive self-monitoring and volition self-monitoring.There is no significant differences in major,gender and network age of college students’ network social support and its factors but in grade and network using time the differences are significant.(3)The information support and emotional support perceived by students in the network environment is positively correlated to learner’s self-monitoring ability,but the correlation in descending order.Therefore,social support the external environmental factor to some degree can affect learner’s academic self-monitoring capability in the network environment.(4)The social support and academic self-monitoring capability in the network environment are separately positively correlated with the academic achievement.Thus they can promote learner’s achievement.(5)Students’ self-monitoring capability in the network environment plays a mediating role in the relationship between network social support and English academic achievement.