A Study On The Relationship Between High School Students’ English Learning Motivation And Online Learning Satisfaction

With the rapid development of information technology,the integration of Internet plus initiative and foreign language education has been reflected in the integration and allocation of foreign language education resources.It has gradually become a new foreign language teaching ecology and showed the change of foreign language teaching method from tradition to modernization.With the comprehensive promotion and popularization of online foreign language teaching platform,more and more foreign language teaching researchers realize its advantages and disadvantages.On the one hand,this new way of learning has made a huge impact on the traditional foreign language teaching method;on the other hand,it still need to be confirmed that teachers can take full advantages of online teaching platform to mobilize the enthusiasm of foreign language learners or not,stimulate their motivation of foreign language learning and help them achieve the their goals.The current researches on English learning motivation and satisfaction mainly focus on college students,postgraduates and adult education,while the researches on senior high school students are not enough in-depth and rich.In addition,most of the existing studies focus on the types of English learning motivation and the factors that affect online learning satisfaction.These studies have shown that English learning motivation can affect online learning satisfaction,but they are lack of quantitative research on the correlation between them.In order to improve the quality of foreign language teaching and improve learners’ satisfaction with online English learning,the author decided to take senior high school students as the research object and to rely on the Ding-Ding to carry out English teaching activities.It aims at exploring the types of senior high school students’ English learning motivation and study quantitatively the impact of senior high school students’ English learning motivation on online learning satisfaction.Finally,the author discovers that how to stimulate high school students’ English learning motivation and improve their online learning satisfaction.This study is mainly conducted by questionnaire,interview and literature research.Our sample consisted of 173 students from No.5 high school in Taiyuan,Shanxi Province.They are from four classes,i.e.huojian class(90 students in total)and wuyu class(83 students in total).The final data was analyzed by SPSS22.0 to make data statistics and analysis.The conclusions of this study are as follows:(1)High school students’ English learning motivation can be summarized into seven dimensions,which are intrinsic motivation,achievement,learning situation,going abroad,social responsibility,personal development and information media;(2)High school students’ English learning motivation and online learning satisfaction have significant correlation.The intrinsic motivation,personal development,learning situation and information media have a positive correlation with online learning satisfaction in a medium degree among them.According to the correlation from strong to weak,they are information media,personal development,intrinsic motivation,learning situation;(3)The motivation of achievement does not affect students’ online learning satisfaction directly;(4)Students of different levels of classes have significant differences in online learning satisfaction.Finally,the author puts forward some suggestions to improve foreign language teaching and online English learning satisfaction based on the conclusion of the study:(1)Using modern information technology to create language learning situations;(2)Teaching students in accordance with their aptitude to develop sustainable learning plans for students;(3)Changing concepts and get the best out of students;(4)Strengthening communication and establishing a healthy and effective teacher-student relationship(5)Improving teachers’ strength and giving full play on teachers’ model role;(6)Weakening the stimulation of examinations and achievements.