A Survey Study On Investigating Status Of Students’ Deep Learning In High School English Class

The cultivation of core competencies has been a topical issue at home and abroad in recent years.Both 5C model of key competencies in the 21^st century（Wei 2020）and four core competencies of English discipline（Ministry of Education 2017）proposed that students should develop higher-order thinking,improve the ability to use knowledge and solve problem,and learn to cooperate and communicate effectively.Essentially,these core competencies are consistent with the connotation of deep learning.This thesis aims to investigate the status of students’deep learning in high school English class.The research questions are:（1）What is the current status of students’deep learning in high school English class?（2）What are the correlated factors of high school students’deep learning status in English class?Both quantitative and qualitative research methods are used in this thesis.First,of different grades and genders,218 students from a high school in Shanxi are randomly chosen to do the questionnaire survey.Furthermore,five high school English teachers are interviewed to know more about students’deep learning.The results of descriptive statistical analysis of questionnaire show that the current status of high school students in English class is not ideal and their deep learning quality is not high.Among the three domains of deep learning,students perform best in the intrapersonal domain and worst in the cognitive domain.According to the results of questionnaire and interview,four correlated factors of high school students’deep learning in English class have been analyzed,which are students’grade and gender,teacher’s pedagogical practice,and environment.The results of confirmatory factor analysis and regression analysis reveal that students’deep learning in English class of grade three is much better than that of grade one students in cognitive,interpersonal and intrapersonal domains.Male students perform better than female students in intrapersonal domain of deep learning.The results of thematic analysis show that teachers’pedagogical practice has an impact on students’deep learning to a certain extent.The environment factors such as the limited length of the class,the limitation of the test format,and the restrictions on teaching in large class would affect students’deep learning.Therefore,high school English teachers should be good at asking questions in class and guide students to think actively.At the same time,students should be encouraged to organize the content of each lesson in the form of mind maps.In addition,teachers can use process evaluation and guide students to conduct self-evaluation to help form internal learning motivation.High school students also need to establish the awareness of self-organizing their knowledge system to link related knowledge.