高中生英語學(xué)習(xí)自主性與班級活力的相關(guān)性研究中期報告

高中生英語學(xué)習(xí)自主性與班級活力的相關(guān)性研究中期報告IntroductionEnglishisoneofthemostwidelyspokenlanguagesintheworld,anditsimportanceintheglobalcommunicationsystemhasmadeitacrucialsubjectintheschoolcurriculum.Inrecentyears,manystudieshaveexploredthefactorsthataffecttheEnglishlearningperformanceofhighschoolstudents,includingindividualfactors,familysupport,classroomenvironment,andteachingmethods.However,littleattentionhasbeengiventotherelationshipbetweenstudents'self-directedlearningandclassroomvitalityinthecontextofEnglishlearning.Self-directedlearningreferstoindividuals'capacitytotakeresponsibilityfortheirownlearningprocessbysettinggoals,selectingmaterials,planning,andmonitoringtheirprogress.Classroomvitality,ontheotherhand,isameasureoftheenergy,engagement,andenthusiasmexhibitedbystudentsandteachersintheclassroom.Anactiveanddynamicclassroomenvironmentisoftenassociatedwithbetterstudentlearningoutcomes.Therefore,thisstudyaimstoinvestigatetherelationshipbetweenhighschoolstudents'self-directedlearningandclassroomvitalityinthecontextofEnglishlearning.Specifically,thestudywillexaminehowself-directedlearnersparticipateinclassroomactivitiesandhowtheirengagementaffectstheoverallvitalityoftheclassroom.LiteraturereviewAgrowingbodyofresearchhasshownthatself-directedlearningisakeyfactorinpromotingstudents'academicachievementandlifelonglearningskills.AstudybyKocaba?and?ak?r(2015)foundthathighschoolstudentswhoexhibitedself-directedlearningskillshadbetteracademicperformanceinEnglishthanthosewhodidnot.Similarly,astudybyZimmermanandSchunk(2011)foundthatstudentswhoweremoreself-directedhadhigherlevelsofmotivation,self-efficacy,andacademicachievement.Moreover,classroomvitalityhasbeenshowntohaveasignificanteffectonstudentlearningoutcomes.ResearchbyChengandcolleagues(2012)foundthatclassroomvitalitypositivelycorrelatedwithstudents'academicmotivationandengagement.AnotherstudybyKhawajaandGoldenberg(2015)foundthatclassroomvitalitywasakeyfactorindevelopingapositiveclassroomculturethatpromotesstudentlearningandacademicachievement.MethodologyParticipantsThestudywillinvolve200highschoolstudentsfromtwoEnglishclassesfromoneschool.Theparticipantswillbeselectedthroughconveniencesampling.Allparticipantswillberequiredtosignaconsentformbeforeparticipatinginthestudy.ProceduresThestudywillbeconductedoveraperiodofsixweeks.Duringthisperiod,theresearcherswillobservetheEnglishclassesandcollectdatausingtwoinstruments:theSelf-DirectedLearningScale(SDLS)andtheClassroomVitalityScale(CVS).TheSDLSisa25-itemscalethatmeasuresstudents'self-directedlearningskillsinEnglish.Thescaleincludesfivesubscales:goalsetting,materialsselection,planning,self-monitoring,andself-evaluation.TheSDLShasbeenvalidatedinpreviousstudiesandhasdemonstratedgoodreliabilityandvalidity.TheCVSisa20-itemscalethatmeasurestheoverallvitalityoftheclassroom.Thescaleincludesitemsthatassessthelevelofengagement,energy,andenthusiasmexhibitedbystudentsandteachersintheclassroom.TheCVShasalsobeenvalidatedinpreviousstudiesandhasdemonstratedgoodreliabilityandvalidity.DataanalysisThedatacollectedwillbeanalyzedusingdescriptivestatistics,correlationanalysis,andregressionanalysis.Descriptivestatisticswillbeusedtodescribethecharacteristicsofthesample,whilecorrelationanalysiswillbeusedtoexaminetherelationshipbetweenself-directedlearningandclassroomvitality.Regressionanalysiswillbeusedtoexaminetheeffectofself-directedlearningonclassroomvitality.ExpectedresultsThestudyisexpectedtofindapositivecorrelationbetweenself-directedlearningandclassroomvitality.Itisalsoexpectedthatself-directedlearnerswillexhibithigherlevelsofengagement,energy,andenthusiasmintheclassroom.Furthermore,itisexpectedthatself-directedlearningwillhaveapositiveeffectontheoverallvitalityoftheclassroom.ConclusionThisstudyaimstocontributetotheunderstandingoftherelationshipbetweenself-directedlearningandclassroomvitalityinthecontextofEnglishlearning.Theresultsofthisstudywillhaveimplicationsforteachers,students,andpolicymakersinpromo