A Research On The Correlation Of Senior High School Students’ Reflective Learning And Their English Achievement

Reflective learning is a kind of autonomous learning.Learners consciously and constantly observe,judge,and analyze the goals,processes,and results of their own learning activities to gain reference and inspiration.They continuously summarize and formulate new plans to improve strategies and methods of solving problem and to deepen the way of thinking.From the perspective of lifelong learning and English curriculum reform,reflective learning plays an important role in English learning.However,most of the previous researches have focused on reflective teaching,and there have been few researches on students’ reflective learning.There are fewer researches on its correlation to English achievement.Therefore,this paper chooses senior high school students as the research subjects and explores the correlation between reflective learning and their English achievement.The research questions in this paper include: 1.What is the current situation of senior high school students’ reflective learning ? 2.Is there correlation between senior high school students’ reflective learning and their English achievement? If so,which dimension(ie.Habitual action,understanding,reflection or critical reflection)is the most correlated to students’ English achievement? 3.What are the main factors affecting students’ reflective learning?In order to answer the above research questions,240 high school students were selected for this research.The reflective learning levelquestionnaire designed by Kember et al.was used to investigate and their English achievement were collected.Then,the author used SPSS.22 to analyze the current situation of senior high school students’ English reflective learning and its correlation with English achievement through the descriptive statistics and correlation analysis.Ten students were randomly selected from the research subjects to conduct interviews in order to analyze the main factors affecting students’ reflective learning.The results indicate that: Firstly,the current situation of senior high school students’ reflective learning is at medium level(M=3.2805).Secondly,there is medium-positive correlation between senior high school students’ reflective learning and their English achievement(r=0.514).Among the four dimensions,understanding is the most correlated to students’ English achievement(r=0.640),and habitual action is the least correlated to students’ English achievement(r=0.185).Thirdly,there are five main factors affecting students’ reflective learning according to qualitative data: degree of students’ knowledge of reflective learning,perseverance of reflective learning,mastery of reflective learning methods,teachers’ guidance and learning motivation.Finally,the author put forward the pedagogical implications based on the research results,and discusses the limitations of this research and suggestions for further study.