A Correlative Study Between Senior High School Students' Class Engagement And English Learning Achievement

Since the importance of student engagement has become more and more prominent under the guidance of student-centered learning,student engagement has been widely concerned and researched.However,the research object is relatively limited,the number of researches related to correlation is relatively small,and the theoretical analysis also needs to be rich.Consequently,what this paper discusses has its theoretical value and practical teaching significance.In the light of the above background,this study gathers the previous domestic and foreign research resulting in the perspective of engagement theory and interaction hypothesis,investigating the students from the Affiliated Senior High School of Kaohsiung Normal University in Taiwan.The questionnaire,classroom observation and interview are used as research methods to research the following three questions:1)What is the current situation of high school students' class engagement in Taiwan?2)Which factor influences most on students' class engagement,in terms of gender,grade and class type? 3)What is the correlation between students' class engagement and English learning achievement?Through the analysis and discussion of related data and interviews,the conclusions are drawn as follows: 1)Senior high school student engagement in the English classroom is relatively high in Taiwan.Students' concentration and intensive study in class is at a higher degree from the perspective of behavioral engagement,but extra study time is less than expected;deep strategy is more popular than surface strategy in cognitive engagement;more positive affective engagement is present in class than negative ones.2)Gender,grade,and class type have a greater or lesser effect on students' class engagement.Among them,the factor of class type influences students' class engagement most.3)There is a positive correlation between students' class engagement and English learning achievement,which means that the higher the degree of behavioral,cognitive and affective engagement are,the better the English learning achievement is.Besides,the sense of boredom in affective engagement is negatively correlated with English learning achievement.That is to say,the higher the boredom is,the worse the English achievement is.The following suggestions are put forward for English classroom teaching in accordance with the results of the study: 1)cultivating a scientific and clear idea ofstudent engagement,especially in cognitive engagement and affective engagement;2)attaching importance to factors like grade and class type which can influence student engagement in English classroom teaching;3)stimulating student's English learning interest through various methods.