A Study Of Senior High School Students’ English Reflective Learning

In the context of lifelong learning and global education reform,English reflective learning is believed to facilitate the development of students as active reflective learners and the formation of Chinese students’ development core literacy.General Senior High School English Curriculum Standards(2017 edition,revised in 2020)puts forward that senior high school students should plan their English learning effectively,reflect on and regulate their learning content and process;teachers should also guide students to be diligent in reflection and help them form the habit of introspection.However,there are just a few previous studies on the current situation of English reflective learning of senior high school students.Therefore,this study aims to investigate senior high school students’ current situation of English reflective learning and offer corresponding suggestions according to the problems found.This study took two hundred and eighty high school sophomores and five English teachers from the X high school in Jieyang,Guangdong Province as research subjects,and employed metacognitive theory and constructivist learning theory as theoretical guidance.From the four dimensions of reflective awareness,reflective content,reflective method,and teachers’ guidance,this survey strives to answer the following three questions through the research tools of questionnaire and interviews:(1)What is the overall situation of senior high school students’ English reflective learning?(2)What are the differences between students in the high-score group and the low-score group in English reflective learning?(3)What are the main factors that influence senior high school students’ English reflective learning?With the SPSS adopted to analyze the collected data,the study shows that:(1)Generally,senior high school students’ English reflective learning is above the medium level.The mean value from high to low in the performance of the four dimensions is teachers’ guidance,reflective awareness,reflective method,and reflective content.Specifically,most students have a good consciousness of English reflective learning,but they only perform passably in reflective method and nearly moderately in reflective content.Besides,teachers provide certain guidance to students on reflective learning,but most students still hope that their teachers’ guidance could be more comprehensive and systematic.(2)Striking differences exist in all four dimensions of English reflective learning between students in high-and low-score groups.High-scoring students perform better in all four dimensions.Specifically,high-scoring students have a more comprehensive and profound understanding on English reflective learning;In respect of reflective content,they are more persistent in timely summarizing,setting learning goals and translating plans into actions,and more scientific in implementing process reflection into their daily actions;In terms of reflective method,they are more able to actively utilize and combine more methods;Regarding teachers’ guidance,they gain more personal interaction with teachers,and naturally get more personalized guidance.(3)The main factors that influence senior high school students to engage in English reflective learning involve positive facilitators and negative hindrances.The main facilitating factors include peer pressure,teachers’ guidance,desire to improve English,positive effect of reflection,student’s family and personality.However,the hindering factors are more numerous and mostly personal,mainly weak foundation of English,laziness,negative learning attitude,terrible reflective perseverance,limited reflective ability,awful learning state,space,and time.Based on the above research findings,this study provides some suggestions on how to boost students’ English reflective learning from two viewpoints for reference.(1)Students should deepen their understanding of English reflective learning,enhance reflective perseverance,reflect comprehensively and in various ways,and actively overcome difficulties hindering their reflection.(2)English teachers should raise students’ interest in English learning,offer them comprehensive and personalized guidance,and create atmospheres and opportunities for them to reflect.