英语专业大学生参与度对其成绩的影响 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-07-29编辑:lgg点击率:7347
论文字数:37154论文编号:org201707262247434218语种:英语 English地区:中国价格:$ 66
关键词:英语论文范文英语学习成绩促进因素抑制因素
摘要:本文是英语论文范文,本研究中,考虑到对中国的教育现状的具体语境出发,以参与和大学生英语表现和试图阐明学生啮合或脱离课堂使每个维度之间的关系,以帮助教师更好地了解学生学习和工作需要,与他们在一个跨文化的学术环境的学生。
t match their practice” (Weaver & Qi, 2005; Hsu, 2015; Zhou N. , 2015). Second, student class engagement had a low but significant correlation with their course learning achievement. Only cognitive engagement (disposition towards learning and in the moment engagement) is significantly correlated with learning achievement, while the other two aspects were not and the correlation of observed results also prove this conclusion. The result is in accordance with the conclusion made by Hsu (2015) saying “students class engagement is significantly correlated with their course achievement” but different from that made by Baroody (2016) saying “student-reported engagement is not significantly associated with achievement”.
..........
Conclusion
This chapter concludes major findings of the influence of student engagement on learning achievement. The three dimensions of student engagement show different degree of correlation with learning achievement. Only cognitive engagement is significantly related to learning achievement. And the main factors influencing student engagement are due to instructors, peers and students’ attributes. The results enrich related theories and also provide implications for better teaching and learning. Baroody, Rimm-Kuafman, Larsen and Curby (2016) in the previous study found that teacher-reported engagement and observer reported student engagement were significantly associated with students’ mathematics achievement but the student-reported one was not. They also pointed out the direction for further study that it would be useful for developing ways to motivate higher engagement level in the class if studies could figure out the factors contribute to mathematics engagement and the ways students express engagement. The present study is trying to search answers for these questions. Barkatsas, Kasimatis and Gialamas (2009)’s research enlightened the present study with the entry point. They found that how students achieved in mathematics was related to the levels of positive levels of affective engagement and behavioral engagement. What is the relation between each dimension of the construct of engagement with learning achievement? How students express their engagement, in an internal way or external way? Therefore, the present study took into consideration of not only the three-dimensions construct of student engagement but also Connell and Wellborn (1991)’s self-systems frame work and Lawson and Lawson (2013)’s &n
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。