A Correlation Study On Senior High School Students' Language Learning Beliefs,Self-monitoring And English Achievements

Domestic and foreign research has focused on the investigation of foreign language learners' learning beliefs and self-monitoring,or the relationship between singular factors and English performance.Language learning beliefs have a profound impact on the choice of learner's learning styles and self-monitoring.For learners in high school,performance is an essential way to evaluate their learning ability.Therefore,it is particularly significant to do further research in this aspect.This study explores the specific relationship among language beliefs,self-monitoring and English achievements of 144 students from the attached middle school of Jiangxi Normal University.The research instruments are Horwitz's Beliefs about Language Learning Inventory(BALLI)and Dong Qi and Zhou Yong's self-monitoring questionnaire with appropriate modifications.The scores are from the English test at the end of the first semester.The obtained data were input into SPSS for descriptive statistics,independent sample t test,Pearson correlation analysis and multiple regression analysis.The findings are as follows.The language learning beliefs of the senior students are moderately good.The strongest belief students hold is motivation and expectations,and the weakest is belief in the nature of language learning.This shows that most students are full of confidence in learning English,but lack of understanding of the nature of language learning.There is no obvious gender difference in language learning beliefs,but it is highly positively correlated with achievement.Motivation and expectation in language learning beliefs can positively predict English achievement.The level of self-monitoring of students is on average level.Among the six self-monitoring methods,compensation is most commonly used by students,ranking compensation,feedback,method,execution,planning and summary from high to low.The use of self-monitoring has no significant gender differences.Correlation can be found between self-monitoring and students' English performance.Feedback in self-monitoring can positively predict students' English achievement.Students' language learning beliefs and self-monitoring are also significantly related.Learning beliefs have an impact on the use of monitoring strategies.Foreignlanguage aptitude,nature of language learning,learning and communication strategies,motivation and expectation in language learning beliefs can positively predict self-monitoring.Based on the above research and analysis,the following suggestions are proposed for English teaching: high school teachers can help students foster positive beliefs in language learning;both students and educators should realize the importance of self-monitoring and use multiple methods to improve students' understanding and application of self-monitoring.