A Study On The Influence Of Senior High School Students’ English Learning Motivation On English Achievement

Emotional factors have an important impact on learners’ language acquisition.Theories such as Self-determination Theory and Humanistic Psychology emphasize the important role of individual learning autonomy in English learning,and many related studies have confirmed their rationality.Present studies at home and abroad show that most researchers have investigated the separate levels of learning motivation and learning engagement,and due to the differences in research objects and regions,different researchers have reached different conclusions about the correlation between the three——English learning motivation,learning engagement and English achievement.There are also many scholars who study the relationship between the two elements from the perspective of disciplines,but due to the influence of regional factors,different scholars have different results on the correlation of various dimensions of learning engagement on learning achievement,while few foreign studies take learning engagement as a mediating variable from the perspective of the subject of English,and there is an insufficient number of studies on the impact of English learning motivation on the English achievement of middle school students.Therefore,it is necessary to further investigate the relationship between senior high school students’ English learning motivation and English achievement with learning engagement as a mediating variable.In this study,355 senior high school students in a middle school in Zhangzhou City were used as the research subjects,and SPSS26.0 and AMOS23.0 software were used for data analysis,and the following questions were explored through the study: 1)What is the motivation and learning engagement of senior high school students? 2)What is the impact of senior high school students’ English learning motivation and English learning engagement on their English achievement? 3)What is the mediating role of senior high school students’ English learning engagement in the influence of their English learning motivation on English achievement? In addition,according to the English achievement of the participants,the surveyed students were divided into three groups of different grades and four students from each of the three groups were randomly selected as interview subjects for this study,and a total of twelve students were interviewed to confirm the results of the questionnaire.The results show that: 1)the overall English learning motivation of senior high school students is medium(m=3.264),and the overall English learning engagement of senior high school students is also at a medium level.2)there is a significant positive correlation between senior high school students’ English learning motivation and English achievement(r=0.733,p=0.000<0.01),between English learning engagement and English achievement(r=0.685,p=0.000<0.01),and a significant positive correlation between English learning motivation and English learning engagement(r=0.612,p=0.000)<0.01);3)the combination of senior high school students’ English learning motivation and engagement can effectively predict 62.7% of their English achievement,and the regression equation is: English score = 12.746 + 18.153 *English learning motivation + 11.472 * English learning engagement;in addition,the constructed equation model shows that English learning engagement plays a partiallymediating role in the influence of English learning motivation on English achievement.Finally,based on the above research results,the author puts forward two suggestions for teaching: to stimulate students’ English learning motivation to internalize their motivation and to promote students’ English learning engagement and improve their thinking abilities.It is aimed at further stimulating students’ learning motivation,promoting their learning engagement,and then improving their English learning achievement.