A Study On The Correlation Between English Learning Engagement And English Writing Achievement Of Senior High School Students Based On Learning Engagement Theory Under The New English Curriculum Standards

English Curriculum Standards for Senior High Schools(revised in2020)mentions that English learning includes listening,speaking,reading,viewing and writing,among which writing is one of the important standards to test students’ English level,and it is also the key and difficult point in English teaching and learning.In addition,English learning engagement is an important indicator to effectively observe students’ English learning process and assess their learning achievements.Therefore,it is necessary to study the correlation between English learning engagement and English writing achievement.Based on this,this study focuses on senior high school students’ English learning engagement and English writing achievement,discusses the current situation of English learning engagement,and analyzes the correlation between English learning engagement and English writing achievement.This thesis takes 261 senior high school students in a high school in Wulanchabu as the research participates,collects data by questionnaires and interviews,and analyzes the data by SPSS 26.0,and then answers the following three questions:(1)What is the status quo of English learning engagement of senior high school students?(2)What is the relationship between English learning engagement of senior high school students and English writing achievement?(3)What are the differences in English learning engagement among different English writing achievement groups?Firstly,this thesis collects data through questionnaires and interviews,analyzes the status quo of English learning engagement,then explores the correlation between English learning engagement and English writing achievement,and finally analyzes the differences in English learning engagement among different English writing achievement groups.The results show that:(1)Senior high school students’ English learning engagement is at the upper-middle level,and in the sub-dimension,thinking engagement and strategy engagement is at the middle level;Behavior engagement and motivation engagement are at a high level;Emotion engagement is at the upper-middle level.(2)There is a significant positive correlation between English learning engagement and English writing achievement,and English learning engagement has a significant positive predictive effect on students’ English writing achievement,and the combination of its five sub-dimensions can explain the 66.4% variation of English writing achievement.(3)There are significant differences in English learning engagement and its dimensions among different English writing achievement groups.The students in high group are significantly higher than those in middle group,and the students in middle-group are significantly higher than those in low group.Based on the above research results,this thesis puts forward some suggestions to improve English learning engagement of senior high school students from the perspective of teachers.Teachers should improve students’ thinking engagement,expand students’ strategy engagement,cultivate students’ English learning motivation,enhance students’ behavior engagement and pay attention to students’ emotional experience.