The Relationship Between College Students’ English Learning Self-Concept And Learning Adaptability

Academic self-concept refers to learners’ perception and evaluation of their own academic development formed in the academic context,which has an important impact on academic achievement and is closely related to learning adaptability.Learning adaptability refers to the tendency or capacity of learners to actively make physical and mental adjustment according to the changes in learning environment and their learning needs,so as to achieve a balance between internal and external learning environment and obtain good learning results.It affects the individual’s academic achievement,mental health development,as well as the level of their social adaptation in the future.Therefore,it is of great theoretical and practical significance to explore the influencing factors of learning adaptability.At present,the few relevant studies mainly examine the relationship between the two from the perspective of overall learning,and there are few studies on the relationship between academic self-concept and learning adaptability in specific subjects or courses,especially foreign language learning.In view of this,this thesis adopts the method of quantitative research to investigate the relationship between college students’ English learning self-concept and learning adaptability.Here are the main findings of the research:(1)As a whole,college students’ English learning self-concept is above the middle level,but fails to reach a positive level,and college students’ English learning adaptability is at a medium-to-high level.(2)The overall level of English learning self-concept and learning adaptability of male and female students are relatively balanced.(3)There is a significant correlation between college students’ English learning self-concept and learning adaptability.(4)The strong and weak groups of college students’ English learning self-concept have obvious differences in the dimensions of Teaching Content Adaptability,Learning Environment Adaptability,English Teacher Adaptability and Online English Teaching and Learning Adaptability.The stronger the college students’self-concept in English learning,the higher the level of their learning adaptability;on the contrary,the weaker the college students’ self-concept in English learning,the lower the level of their learning adaptability.(5)The Value of English Learning Achievement in English learning self-concept can significantly predict English Teacher Adaptability and Learning Environment Adaptability;Self-control of English Learning Behavior can predict Teaching Content Adaptability and Online English Teaching and Learning Adaptability.In addition,Selfcontrol of English Learning Behavior has a significant predictive effect on the overall English learning adaptability of college students.Based on the above findings,this thesis puts forward relevant suggestions on how to effectively promote the English learning adaptability of college students from the perspective of English learning self-concept,thereby improving their English learning achievements.