A Research On Junior High School Students’ English Study Engagement And Personal Influencing Factors In Smart Classroom Environment

The rapid development of “Internet + education” has brought opportunities and challenges to the education industry.From the initial traditional teaching classroom to the current teaching mode of the smart classroom,English teaching should focus on students’ study engagement as it continues to reform.Therefore,it is important to conduct research on English study engagement of junior high school students in smart classroom and make corresponding suggestions for improvement.This study is based on the engagement learning theory proposed by Kearsley and Shneiderma,and the blended learning theory proposed by He Kekang.This study uses a combination of quantitative and qualitative methods,mainly questionnaires and semi-structured interviews,to conduct an empirical study on a total of six smart classes in the first grade of a junior high school in Kunming,Yunnan Province.It aims to investigate the engagement of junior high school students in English learning in a smart classroom environment and the influence of personal factors on them.The specific research questions are as follows:1.What is the current status of English study engagement among junior high school students in smart classroom environment?2.What is the effect of personal factors on junior high school students’ English study engagement in smart classroom environment?The study finds out that students’ own factors have a significant effect on the dimensions of study engagement.The quantitative analysis of the collected questionnaires data and the qualitative analysis of the interview contents of eight randomly selected students through SPSS25.0 lead to the following conclusions:1.The English study engagement of junior high school students in the smart classroom environment is very high.In the subsequent interviews,students’ responses also confirm the previous quantitative study,with most of the interviewed students stating outright that they really like the new classroom model and are very engaged in learning in the Smart Classroom.2.Secondly,the study finds that boys are more engaged than girls in the dimensions of emotional engagement and cognitive engagement.Cadre students are more engaged than non-cadre students,it is assumed that this may be because being cadre will give students recognition,a sense of accomplishment,and increased self-confidence,which will channel them into an “upward mobility” mechanism that many parents are looking for.In order to maintain and expand recognition,achievement,and self-confidence,the student will work harder,both in class and school work,and in their own learning,and their internal drive will be stronger.To help children who still have potential academically,teachers can make special arrangements for them to serve as class or school cadres,which can be used as an opportunity to push students to make rapid academic progress.Students with both parents highly educated are more emotionally and cognitively engaged than other students,while in terms of behavioral engagement,the difference between students with both parents highly educated and students with neither parent highly educated is not significant.The better a student’s academic performance,the higher his or her engagement in learning.Students who have clear long-term learning goals are the most engaged in learning.Based on the conclusion,recommendations are made on four aspects: self-efficacy,technology acceptance,intimacy,and improving teachers’ competence in information-based teaching and learning in order to improve junior high school students’ English study engagement in the smart classroom environment and promote the application of the smart classroom in basic education.