The Correlation between Senior High School Students’ English Learning Strategies and English Achievements
As the focus of foreign language teaching research changes from teachers’ teaching to students’ learning, more and more researchers begin to pay attention to the internal factors of learners. This research aims to obtain information on the English learning strategies of senior high school students through data collection and analysis, and to explore the correlations between the two factors. Participants are 253 students from a senior high school in Yantai, China. The data are processed through descriptive statistics, Pearson r correlation analysis and multi-linear regression analysis by feat of SPSS version26.0. The results of this research are as follows: English learning strategies of senior high school students are at a medium level; English learning strategies and its four sub-dimensions are significantly and positively correlated with English achievements, among which cognitive strategies and affective strategies significantly predict English achievements. Based on the above analyses, the researcher offers pedagogical implications and constructive suggestions for subsequent studies.
References
- Q.F. Wen: On English Learning Strategies (Shanghai Foreign Language Education Press, China 1996).
- X.T. Cheng, M. Zheng: English Learning Strategies-From Theory to Practice (Foreign Language Teaching and Research Press, China 2002).
- A.U. Chamot: The learning strategies of ESL students, In Wenden & J.Rubin (eds.). Learner Strategies in Language Learning (Prentice-Hall, the USA 1987) p.71-83.
- A.D. Cohen: Strategies in Learning and Using a Second Language (2nd edition), (Routledge, England 2014).
- J.M. O’Malley, A.U. Chamot: Learning Strategies in Second Language Acquisition (Cambridge University Press, England 1990).
- The Ministry of Education of the People’s Republic of China: The English Curriculum Standards for Senior High School (2017 version) ( People’s Education Press, China 2020).
- M.M. UR. Rahman: EFL learners’ language learning strategies: A case study at Qassim University, Advances in Language and Literary Studies, Vol.11(2020) No.5, p.6-11.
- W.M. Fernandez Malpartida: Language learning strategies, English proficiency and online English instruction perception during COVID-19 in Peru, International Journal of Instruction, Vol.14 (2021) No.4, p.155-172.
- M. Papi, A. Rios, H. Pelt, E. Ozdemir: Feedback-seeking behavior in language learning: Basic components and motivational antecedents, The Modern Language Journal, Vol.103 (2019) No.1, p. 205-226.
- M. Pawlak: Investigating language learning strategies: Prospects, pitfalls and challenges, Language Teaching Research Vol.25 (2021) No.5, p.817-835.
- X. Tan, Z.H. Zhang: An analysis of the relationship between English learning strategies, autonomous learning ability and academic performance, Theory and Practice of Foreign Language Teaching (2015) No.1, p.59-65, 88.
- X.Y. Tao: The influence of English learning strategies on students’ test scores in senior high school, Education and Teaching Forum (2016) No.4, p.264-266.
- Y. Lu: An empirical study of English listening meta-cognitive strategies in high school students, English Square (2018) No.6, p.167-168.
- Q.Q. Zhang: Meta-cognitive strategies and English writing teaching in senior high school, Overseas English (2020) No.24, p.218-219.