A Study Of The Status Quo Of Emotional Engagement In English Learning Of Junior Middle School Students

Learning engagement can reflect the real learning status of students,which is an important indicator of the quality of students’ learning and a prerequisite for efficient learning.Emotional engagement is one of the main dimensions of learning engagement,and insufficient emotional engagement is one of the fundamental reasons why students are not fully involved in learning.The English Curriculum Standards for Compulsory Education(2022 edition)proposes that it is necessary to cultivate students’ enthusiasm for English learning from various aspects.Being the impacted by the traditional English teaching methods,teachers usually ignore the role of emotional factors in their learning process,instead they mostly put the development of students’ knowledge and language skills in the first place.Based on this,an investigation of junior high school students’ emotional engagement in English learning can help to understand the current situation of junior high school students’ emotional engagement in English learning,and provide effective suggestions on relevant issues.With 288 junior high school students and 3 English teachers from H junior high school as the research objects,this study aims to solve the following three research problems with the help of questionnaires and interview outlines:(1)What is the status quo of junior middle school students’ emotional engagement in English learning?(2)Are there significant differences in the emotional engagement of students among different genders in junior middle school?(3)Are there significant differences in the emotional engagement of students among grades in junior middle school?The main findings of this research are as follows: On the whole,junior high school students’ emotional engagement in English learning is above average.Specifically,the dimension of approval of teachers is at a high level.English learning interest and confidence,English learning value,peer support and satisfaction with school are above average.This study conducted an independent-samples t test on whether there are significant differences in emotional engagement in English learning between junior high school students of different genders from the whole and all dimensions.The results show that there are no significant differences between students of different genders in the whole and all dimensions.With the help of one-way ANOVA,this paper explores whether there are significant differences in the emotional engagement of H school students in English learning in different grades from the overall and various dimensions.The results show that significant differences exist in junior one and junior three,and junior one students’ emotional engagement in English learning is higher.There are significant differences between junior one and junior three in English learning interest and peer support,and the average score of junior one is higher.In the dimension of English learning confidence and satisfaction with school,there is a significant difference in these three grades,and the average score of junior one is higher.In the dimension of teacher identity,there is a significant difference between junior two and junior three,and the average score of junior one is higher.In the dimension of approval of teachers,there is a significant difference between junior two and junior three.Junior two students has a higher sense of approval of teachers.In the dimension of English learning value,there is no obvious difference among the three grades.However,by comparing the mean,the students in junior three are more aware of English learning value than other two grades.Based on the research outcomes,this study puts forward targeted suggestions on improving junior high school students’ emotional engagement in English learning from the perspectives of students,teachers and schools respectively.