A Study On The Effect Of Senior High School Students’ English Learning Motivational Regulation Strategies And Autonomous Learning Ability On English Achievements

Motivation is an important affective factor that influences foreign language learning.However,motivation is dynamic and changing.In the process of learning English,learners experience many boring or difficult tasks,which makes it difficult for learners to maintain stable motivation.Therefore,learners need to adopt the necessary strategies to regulate their motivation in order to maintain their enthusiasm for learning English.In addition,The National English Curriculum Standards for Senior High School（2017 Edition）mentioned that foreign language education should cultivate learners’ sense of responsibility for learning and encourage students to study independently so as to adapt to the constantly changing world.Based on their importance to English learning,this study will explore the use of motivational regulation strategies and autonomous learning ability of high school students in English learning,as well as their influential path and extent on English achievements.This study takes senior high school students’ English Motivational Regulation Strategies Scale and senior high school students’ English Autonomous Learning Ability Scale as the main research tools,chose 315 students of Grade Two in a senior high school in Zhangzhou as the research subjects,aiming at answer the following three questions:1.What are the overall situation of the use of English learning motivational regulation strategies and autonomous learning ability of senior high school students?2.Are there significant differences between high-achievers and low-achievers in the use of English learning motivational regulation strategies and autonomous learning ability?3.How does English learning motivational regulation strategies and autonomous learning ability impact their English achievements?Through statistical analysis of SPSS23.0 and AMOS23.0 data,this study finds that:1.The overall use of English learning motivational regulation strategies of senior high school students is at a medium-high level（m=3.4025）.The sub-dimensions ranking is self-efficacy enhancement > task value enhancement > volitional control > performance self-talk > mastery self-talk > interest enhancement > self-reward > negative-based incentive.The overall English autonomous learning ability of senior high school students is at a medium level（m=3.2977）.And the five sub-dimensions are sorted as knowing teaching aims > using learning strategies > monitoring the use of learning strategies > setting learning goals >monitoring learning process.2.There are significant differences in the overall use of English learning motivational regulation strategies（p=0.000<0.05）,and its sub-dimensions of performance self-talk（p=0.000<0.05）,interest enhancement（p=0.000<0.05）,mastery self-talk（p=0.001<0.05）,self-reward（p=0.002<0.05）,negative-based incentive（p=0.000<0.05）,volitional control（p=0.004<0.05）and self-efficacy enhancement（p=0.000<0.05）;Besides,there are significant differences in the overall English autonomous learning ability（p=0.000<0.05）and its sub-dimensions of knowing teaching aims（p=0.000<0.05）,setting learning goals（p=0.000<0.05）,using learning strategies（p=0.000<0.05）,monitoring the use of learning strategies（p=0.000<0.05）and monitoring learning process（p=0.000<0.05）.3.Motivational regulation strategies and autonomous learning ability have a positive impact on English achievements.Among them,motivational regulation strategies can predict15.9% of English achievements;autonomous learning ability can predict 30.7%;and motivational regulation strategies can predict 32.8% when it is correlated with autonomous learning ability.The total effect of motivational regulation strategies on English achievements is 0.614（p=0.001<0.05）,and the 95% confidence interval excluding 0,which shows motivational regulation strategies can indirectly influence English achievements through the partial mediating effect of autonomous learning ability.Based on the above research results,the author puts forward suggestions from the aspects of establishing students’ awareness of using motivational regulation strategies,cultivating students’ autonomous learning ability.Hopefully with these measures,students’ learning motivation and their autonomous learning ability can be enhanced,so as to help students get good achievements,and also hope to provide reference value for future research.