The Dynamic Relationship Between English Learning Engagement And English Achievement In Senior High School Students

Learning engagement refers to the degree of involvement in behavior,the quality of emotional experience and the level of strategy use.It includes three dimensions:behavioral engagement,emotional engagement and cognitive engagement.English learning engagement reflects students’ participation in learning and denotes their learning process to some extent.This study took senior high school students as subjects to investigate the dynamic relationship between English learning engagement and English achievement Specifically,this paper aimed to explore the following three questions:1.How does students’ English learning engagement vary from Grade 1 to Grade 3 in senior high school?2.How does the relationship between English learning engagement and English achievement vary from Grade 1 to Grade 3 in senior high school students?3.How does the predictability of English learning engagement to English achievement vary from Grade 1 to Grade 3 in senior high school students?The major findings are as follows:1)Students’,English learning engagement declines at first and then increases with their grades rising.And the degree of engagement gets to the highest point in Grade 1.Except for the slight fluctuation of emotional engagement,behavioral engagement and cognitive engagement basically remain unchanged;2)There is a positive correlation between English learning engagement and English achievement.And the coefficient declines with the grades rising.The three dimensions of learning engagement also have significant positive correlation with English achievement,but the coefficients show difference from grade to grade.The coefficient between behavioral engagement and English achievement increases at first and then declines with the grades rising.And the coefficient reaches the highest level in Grade 2.The coefficient between emotional engagement and English achievement declines at first and then increases with the grades rising.The coefficient reaches the highest level in Grade 1.And there appears a downward trend for the coefficient between cognitive engagement and English achievement with grades rising;3)English learning engagement can significantly predict students’ English achievement,but the predictability declines with grades rising.More specifically,in Grade 1,both cognitive engagement and emotional engagement can significantly predict English achievement In Grade 2,both behavioral engagement and emotional engagement can predict students’English achievement.In Grade 3,only emotional engagement can predict students’ English achievement.