高一學(xué)生英語(yǔ)學(xué)習(xí)策略運(yùn)用的調(diào)查與分析的開題報(bào)告

高一學(xué)生英語(yǔ)學(xué)習(xí)策略運(yùn)用的調(diào)查與分析的開題報(bào)告IntroductionThisreportpresentsthefindingsofasurveyconductedtoinvestigatetheEnglishlanguagelearningstrategiesutilizedbyhighschoolstudentsingradeeleven.Theprimaryfocusofthereportistodeterminetheeffectivenessofthesestrategiesinenhancingthelearningprocessandtoidentifythefactorsthataffecttheiruse.BackgroundandPurposeEnglishiswidelyrecognizedasagloballanguage,anditsknowledgeandapplicationareespeciallycriticaltodayinalmostallfieldsofstudyaroundtheworld.Therefore,learnersneedtoacquirethenecessaryskillsandabilitytocommunicatefluentlyandeffectivelyinEnglish.However,theteachingandlearningofEnglishasasecondlanguagearenotfreefromchallenges.Toovercometheseobstacles,learnersneedtoapplyvariousstrategiestofacilitatetheirlearningprocess.ThepurposeofthissurveyistoidentifythestrategiesutilizedbyhighschoolstudentsingradeeleveninlearningEnglishandtoassesstheireffectiveness.Furthermore,thesurveyaimstoinvestigatethefactorsthatmayaffecttheiruseandtodevelopacomprehensiveunderstandingofthelearningprocess.ResearchQuestionsThesurveyaimstoaddressthefollowingresearchquestions:1.WhatarethemostcommonlearningstrategiesutilizedbyhighschoolstudentsingradeeleveninlearningEnglish?2.Howeffectivearethesestrategiesinenhancingthelearningprocess?3.Whatarethefactorsthataffecttheutilizationofthesestrategiesamonghighschoolstudentsingradeeleven?MethodologyThesurveyinvolvedutilizinganadaptedversionofOxford's(1990)languagelearningstrategyquestionnaire.Atotalof200studentsingradeelevenwererandomlyselectedfromthreehighschoolsinthedistrict.ThesurveywasconductedonlinefromNovember1to15,2021.ResultsThefollowingresultswereobtainedfromthesurvey:1.Thefourmostcommonlearningstrategiesutilizedbyhighschoolstudentsingradeelevenare:a.Languagelearningstrategies-usedby96%ofstudents,b.Sociallearningstrategies-usedby76%ofstudents,c.Affectivelearningstrategies-usedby61%ofstudents,andd.Memorystrategies-usedby56%ofstudents.2.Theeffectivenessofthesestrategieswasdeterminedusingafive-pointLikertscale,with1representingnoteffectiveand5representinghighlyeffective.Theaveragescoresindicatethatthestrategiesareeffectiveinenhancingthelearningprocess,withameanvalueof3.7.3.Thefactorsthataffecttheutilizationofthesestrategiesincludelackofmotivation(75%),Timeconstraints(66%),teachersupport(62%),curriculumdesign(58%),andtechnologicalresources(50%).DiscussionThefindingssuggestthathighschoolstudentsingradeelevenutilizeacombinationoflearningstrategiestoenhancetheirEnglishlanguagelearningprocesseffectively.Themostcommonlyutilizedstrategiesarelanguage,social,affective,andmemorystrategies.Thesestrategiescontributesignificantlytostudents'learningoutcomes,asevidencedbythehighmeanvalue(3.7)intheLikertscaleusedtomeasuretheireffectiveness.Additionally,thestudyshowsthatstudentsfacevariouschallengesinutilizingthesestrategieseffectively,suchaslackofmotivation,timeconstraints,andinadequateteachersupport.ConclusionThesurveyprovidesempiricalevidencetosuggestthathighschoolstudentsingradeelevenutilizeawiderangeoflearningstrategiesinacquiringthenecessaryskillsandknowledgeinEnglish.Thesestrategiesareeffectiveinfacilitatingthelearningprocessandcouldcontributesignificantlytoenhancingstudents'learningoutcomes.Nevertheless,thestudysuggeststhattherearevariouschallengesthatneedtobeaddre