An Empirical Study Of The Auxiliary Function Of Modern Educational Technology On The Development Of English Self-Concept

This thesis is an empirical study to explore the auxiliary function of Modern Educational Technology (MET) on the development of English self-concept. After the statistical analysis of the data collected before and after the experiment, the author mainly analyzes the relationship among English proficiency, English classroom anxiety and English self-concept and proves that the rational utilization of MET in language teaching and learning would promote the positive development of English self-concept.In recent years, researches on affective factors attract more and more attention in the field of Second Language Acquisition. As a construct originated from psychology, self-concept gradually consummates its theoretical system and testifies its importance in language teaching and learning. On the other hand, with the dissemination of computer and internet technology, MET becomes a hot research issue. However, most researches focus on the development of hard ware and courseware. Researches on the relation between MET and English self-concept are limited. Even if there are some, which are the study of the affective impact on language learning from the perspective of the development of MET. The author intends to verify that the proper use of MET would promote the development of English self-concept.In this study,102first-year non-English major students from Shandong University at Weihai were chosen as the experimental subjects. They were two intact classes respectively majoring in Biology and Economy. One of them was randomly chosen as the experimental class and the other as the control class. The whole teaching experiment extended for16weeks. A pre-test and post-test on the students’English proficiency was conducted before and after the experiment, and a questionnaire of English self-concept was distributed among the participants before the pre-test and after the post-test. The data collected form the experiment was analyzed by SPSS (Version18.0). The statistical results showed that there was no apparent change in English self-concept and English achievements in the control class. Compared with that of the control class, the students from the experimental class presented an improvement in their English self-concept and a larger increase in their English achievements. Then, it is concluded that the rational application of MET in language teaching and learning would promote the students’ English self-concept.