An Investigation Into Senior High School Students’ Reflective Learning In English Study

Reflective learning involves students’ conscious thinking and analysis of what they have done in a previous learning activity.There is an increasing interest in the study of reflective learning.Moreover,several research studies have proposed various approaches to cultivating students’ reflective learning.A variety of research studies have also been conducted into the interrelations between reflective learning and English achievement.However,few studies have paid attention to senior high school students’ reflective learning of English.Consequently,this thesis aims to investigate the current status of English reflective learning among senior high school students,and explore the relationship between English reflective learning and students’ English achievement.In the meantime,some suggestions and countermeasures are put forward for the relevant research at home and abroad.Four research questions addressed are as follows:(1)What is the current situation of English reflective learning of high-school students?(2)Are there any differences in English reflective learning related to the demographic statistics,such as sex,ethnicity,grade and study focus(science and liberal art)? If yes,what are the differences?(3)Is there any correlation between the English reflective learning of high-school students and their English achievement? If yes,what’s the correlation?(4)As for the important predictors of English reflective learning,which ones are liable to affect the subjects’ English achievement?Based on English reflective learning of senior high school students in Kunming Run Cheng Middle School,the paper combines quantitative analysis with qualitative analysis.Quantitative data were collected by the questionnaire,while face-to-face semi-structured interviews as a corpus for qualitative analysis were applied.341 senior high school students at Run Cheng Middle School completed the questionnaire.Frequency,descriptive analysis,correlation,regression,and one-way ANOVA were conducted by using SPSS 22.0 statistical software for this study.At the same time,6students and 4 teachers were interviewed,and the interview data were analyzed through meaningful units.The results of this study are as follows.(1)the overall situation of English reflective learning among senior high school students is good;(2)significant differences were spotted in English reflective learning among senior high school students in terms of sex,grade,liberal arts and science,there is no significant difference in terms of ethnicity;(3)the awareness of English reflective learning is positively correlated with English achievement;(4)among the four factors(habitual reflection,understanding,reflection,critical reflection),reflection and habitual reflection were significant predictors of the students’ English achievement.This study helps to understand the current situation of English reflective learning among senior high school students,and it will have a positive impact on the development of senior high school students’ English reflective learning in the future.Finally,this paper highlights the limitations of this study in order to provide implications for future research on English reflective learning among senior high school students.