The Effects Of Family English Learning Support And English Learning Motivation On English Achievement Of Upper Elementary School Students And Its Intervention

Due to the pressure of being promoted from elementary school to junior school,the learning of various subjects in upper elementary school has become more difficult,especially in English,which is less important than the main subject of Chinese and mathematics,resulting in parents paying less attention to their children’s English learning,and at the same time,students’ motivation to learn English decreases.Therefore,by understanding the current situation of Family English learning Support,English learning motivation and English achievement of upper elementary school students,certain motivational interventions can help to improve the motivation of upper elementary school students and facilitate their English learning to a certain extent.In this study,after using the Family Support Questionnaire for Primary School Students’ English Learning and the Primary School Students’ English Learning Motivation Questionnaire to conduct a comprehensive survey and analysis of the level of Family English learning Support,English learning motivation and English achievement of 634 upper elementary school students in two schools of different nature in a district of Kunming,an experimental group and a control group were selected in one of the schools,and a special "English Language Learning Motivation Intervention Programme（ELMIP）was designed.35 students were given 8intervention sessions.The findings of the study indicated that.（1）Characteristics of Family English learning Support among upper elementary school students: Family English learning Support among upper elementary school students was at an upper-medium level and differed significantly in terms of school nature,grade,gender,whether they lived in school,whether they were left-behind children,whether they had participated in English training outside school,whether they had been class leaders,their views on the use of English,their attitudes towards examinations,their parents’ expectations of their children’s English learning and their parents’ literacy levels,etc.The differences were not significant in terms of whether they were the only child in the family.（2）Characteristics of English learning motivation of upper elementary school students: The English learning motivation of upper elementary school students was at an upper-medium level and differed significantly in terms of grade,gender,whether they had participated in English training outside school,whether they had been class leaders,their views on the use of English,their attitudes towards examinations and their parents’ expectations of their children’s English learning.The differences were not significant in terms of the nature of the school,whether they were the only child in the family,whether they lived in school,whether they were left-behind children and their parents’ literacy level.（3）Characteristics of English achievement of upper elementary school students:The English achievement of upper elementary school students was in the middle to upper range,and there were significant differences in the nature of school,grade,gender,whether they were the only child in the family,whether they lived in school,whether they were left-behind children,whether they had participated in English training outside school,whether they had been class leaders,their views on the use of English,their attitudes towards examinations,their parents’ expectations of their children’s English learning,and their parents’ literacy level.（4）A study of the relationship between Family English learning Support,English learning motivation and English achievement among upper elementary school students found that there was a significant positive relationship between Family English learning Support and English learning motivation and English achievement in upper elementary school students.The three dimensions of support for English learning difficulties,material support for English learning,and development of English interests and habits significantly predicted English learning motivation,and the two dimensions of support for English learning difficulties and English learning strategy tutoring significantly predicted English achievement;the three dimensions of support for English learning difficulties,material support for English learning,and development of English interests and habits significantly predicted English achievement.English learning motivation was a significant positive predictor of English achievement for upper elementary school students,with self-efficacy and interest in learning a significant positive predictor of English achievement,and learning needs a significant negative predictor of English achievement.English learning Motivation in upper elementary school students had a fully mediating role in Family English learning Support and English achievement.（5）The findings of the intervention study indicated that the English learning motivation intervention for upper elementary school students was effective in enhancing English learning interest,learning needs,self-efficacy,achievement motivation and overall English learning motivation,thereby improving English achievement.Finally,based on the analysis of the current situation and the results of the intervention study,corresponding educational responses and recommendations are proposed.