A Study On The Correlation Between Reflective Learning And English Achievement Of Junior High School Students

Compulsory Education English Curriculum Standards(2011 edition)requires teachers to strengthen the instruction of students' learning strategy and foster students' autonomous learning ability.Reflection is an important way to develop autonomous learning ability,which is getting more and more preference by education researchers in recent years.According to Piaget's stage theory of cognitive development,junior high school students are gradually becoming mature in mind and have basically owned the metacognitive ability and reflective ability.What is the status of reflective learning in junior high school? Is there a correlation between reflective learning and English achievement? The study of these two problems will bring beneficial enlightenment to junior high school English teaching and certainly have some instructional meanings for students to improve their English autonomous learning ability and their grades.Guided by metacognitive theory and constructivism theory,this study conducts a questionnaire survey on 210 junior high school students and interviews four English teachers and six students among them in Laiwu District,Jinan,Shandong province.Descriptive presentation are used to analyze the current situation of the junior high school students' reflective learning and independent sample T test the difference of reflective learning between boys and girls.Pearson correlation explores the correlation between reflective learning and their English achievement and regression analysis further tests if there is a liner correlation between reflective learning and English achievement.Finally,based on the above analysis,the study probes into the enlightenment for junior high school English teaching.The main findings of this research are as follows: 1.As a whole,most junior high school students have the awareness of reflection in their English learning,but they do not actively reflect on it,and take few actual reflective strategies.2.Overall,there are significant differences between boys and girls in the two dimensions of learning process and learning results.3.English reflective learning of junior high school students is positively correlated with their English grades,and it also shows a positivecorrelation in other three dimensions(learning objectives,learning process and learning results).4.The dimensions of learning process and learning outcomes can be used to predict English achievement through multiple linear regression equations.Based on the above findings,this research puts forward some related suggestions.From the perspective of teachers,it is necessary to learn more about reflective learning and guiding junior high school students to use reflective learning strategies correctly.As for the gender differences,teachers should guide them in a targeted way.At the same time,teachers should create harmonious atmosphere,which is beneficial to reflective learning.For students,they should strengthen the consciousness of self-reflection,make clear reflective learning plans and develop the habit of writing study logs.