A Study On The Relationship Among Learning Motivation,Learning Strategies,and Learning Outcomes In The Implementation Of Problem-based Learning In College Students English Learning

This paper starts with the College English classroom,explores the characteristics of non-English majors’ English learning from the perspective of learning motivation and learning strategies,and investigates the relationship between their learning motivation,learning strategies,and learning outcomes.It takes 57 freshmen of non-English major and from the same major as the research objects,which are divided into control class and experimental class(with 28 students in traditional teaching model;29 students in PBL model).Through classroom observation,three times CET4 tests,two times of the Motivated Strategies for Learning Questionnaire-Adapted Chinese Version for Adult Learning(MSLQ-CAL),and questionnaire of communication satisfaction between teachers and students,the SPSS 26 is adopted to analyze the relevant data.The results show that:(1)There is no significant difference in the results of the pre-test,middle-test,and post-test in the control class and experimental class;(2)In the pre-MSLQ-CAL,the overall English learning motivation and the use frequency of learning strategies are at the middle level in the control class and the experimental class;there is no significant difference between the learning motivation domain and the use frequency of learning strategies domain in the control class and the experimental class;however,In the post-MSLQ-CAL,the learning motivation of control class is at a low level and the use frequency of learning strategies in the middle level;the learning motivation and the use frequency of learning strategies in experimental class both are intermediate levels;there is no significant difference between learning motivation and the use frequency of learning strategies in the control class and the experimental class;the self-efficacy motivation intensity of the post-MSLQ-CAL of the control class is lower than that in the pre-MSLQ-CAL,and the use frequency of time management strategies is also decreased compared with the pre-MSLQ-CAL;the intensity of task value motivation decreased in the post-MSLQ-CAL,the use frequency of organization strategies increased in the post-MSLQ-CAL,and the use frequency of time management strategies decreased in the post-MSLQ-CAL;(3)The learning motivation,learning strategies,and English learning outcomes have different levels of relevance;In this research,the grades are no significant difference between the traditional teaching class and experimental class.However,in the post-test,the grades of experimental class exceeded the control class.Through the classroom observation,it is found that the classroom atmosphere of the experimental class is more positive than that of the control class.It shows that in different English teaching modes,the interaction between teachers and students and the outcomes of students are different.Teachers should adopt teaching methods that can mobilize students’ enthusiasm and pay attention to students’ performance.They should guide and train students’ learning motivation and learning strategies properly according to the correlation of learning motivation,learning strategies,and learning outcomes in the MSLQ-CAL,to explore more possibilities for students.