A Study On Students' English Learning Engagement And Achievements In Rural Middle Schools

Middle school students' learning engagement in English has a great impact on their achievements and future development. Students of four rural middle schools are selected as the research objects in this thesis to analyze and discuss the current situation of students' learning engagement by means of certain questionnaires and personal interviews. The relevant data is calculated by Excel in order to find out the relationship between students' learning engagement and their English achievements, and the related factors affecting learning engagement, which aims to benefit the efforts of rural English teaching.The study indicates that students' learning engagement is clearly insufficient in rural middle schools. In respect of the behavioral engagement, students' performance is generally poor in and after class. Students are unwilling to answer questions in class positively, which is particularly obvious among boys. After class, students rarely take the initiative in reviewing and previewing. With regard to the affective engagement, the positive emotional experience cannot be obtained by many students from English learning without keen interests in learning. As to the cognitive engagement, students generally stay on the surface level rather than the deep level of cognition. In terms of students' learning engagement and their English achievements, students with high engagement must get high sores. On the contrary, students with low engagement must get low scores. The results are the same as people expect. But for students who have unilateral learning engagement or non-engagement, their English scores are unstable. The factors affecting students' learning engagement are students' individual factors, their teaching environment and family environment.