A Study On Investigating The Correlation Between English Academic Emotions And Learning Engagement Of Senior High School Students

English Curriculum Standards for Senior High School(2017)explicitly proposes that English teaching should pay attention to students’ emotional and psychological development.English teachers must be aware of the importance of emotional factors in language learning.As an emotional factor,academic emotion is closely related to students’ learning engagement.Senior High school students’ academic emotions and learning engagement play a vital role in English learning.Therefore,this study aims to explore senior high school students’ English academic emotions and learning engagement.The study takes the Senior One students of Tianjin NO.42 senior high school as the research participates,uses the quantitative and qualitative research methods,and selects 211 students to conduct a questionnaire and interviews with 10 students,in order to answer the following questions:(1)What is the current situation of English academic emotion of senior high school students?(2)What is the current situation of English learning engagement of senior high school students?(3)What is the correlation between these students’ English academic emotions and their learning engagement? And what are the reasons behind this correlation?Through the descriptive statistical analysis and correlation analysis,the research results show that:(1)Senior high school students’ English academic emotions are at the upper middle level,and senior high school students experience more positive academic emotions than negative academic emotions in the process of English learning.(2)Senior High school students’ learning engagement is at a upper medium level.High school students have the best performance in terms of dedication,vitality and attention in the process of English learning.(3)There is a very significant correlation between senior high school students’ English academic emotions and learning engagement.Specifically,senior high school students’ positive academic emotions,such as happiness and hope,are positively correlated with their learning engagement;negative academic emotions such as anxiety and boredom are negatively correlated with learning engagement.The interview results show that high school students’ English academic emotions will affect their learning engagement,and positive academic emotions can stimulate students’ learning motivation,thus improving students’ learning engagement;negative emotions make students lose their confidence in learning,thus reducing students’ learning engagement.The results of this study provide some suggestions for senior high school students’ English teaching: for instance,teachers should create a harmonious and relaxed learning atmosphere for students,develop a reasonable teaching design,and establish a harmonious teacher-student relationship;students should learn scientific attribution,formulate reasonable learning goals,and improve their self-efficacy.