课堂互动视角下大学英语学习者学习信念与学习成绩相关性研究.docx

课堂互动视角下大学英语学习者学习信念与学习成绩相关性研究
Title:TheCorrelationBetweenEnglishLanguageLearners'LearningBeliefsandAcademicPerformanceinaClassroomInteractivePerspective:AStudy
Abstract:
ThispaperaimstoinvestigatetherelationshipbetweenEnglishlanguagelearners'learningbeliefsandtheiracademicperformanceinaclassroominteractiveperspective.Thestudyfocusesonunderstandinghowlearners'beliefsinfluencetheirmotivation,engagement,andultimately,theirachievementsinEnglishlanguagelearning.TheresearchmethodologyinvolvesaquestionnairesurveyconductedonasampleofcollegestudentsenrolledinanEnglishlanguagecourse.ThefindingsfromthestudyprovideinsightsintotheimportanceoffosteringpositivelearningbeliefsandattitudesamongEnglishlanguagelearners.Theimplicationsofthestudyarediscussedintermsofpedagogicalpracticesandfutureresearchdirections.
Introduction:
Englishlanguagelearninghasbecomeanintegralpartofhighereducationgloballyandachievingacademicsuccessinthisfieldrequiresastrongfoundationinlanguageskills.However,learners'beliefsabouttheirlanguagelearningabilities,theirexpectationsofsuccess,andtheirmotivationplayasignificantroleindeterminingtheirlearningoutcomes.Understandingtherelationshipbetweenlearningbeliefsandacademicperformancecanguideeducatorsincreatingeffectiveteachingstrategiesandinterventionstopromotepositivelearningoutcomes.Thisstudyaimstoexaminethisrelationshipinaclassroominteractiveperspective.
LiteratureReview:
Previousresearchinthefieldoflanguagelearninghasshownthatstudents'beliefssignificantlyimpacttheirlanguagelearningexperiencesandoutcomes.Achievementmotivations,self-efficacybeliefs,andattributionshavebeenidentifiedasimportantfactorsinfluencingacademicperformance.Motivationalfactors,suchasintrinsicmotivation,self-regulation,andgoalorientation,havealsobeenproventobeinfluentialinstudents'languagelearningachievements.Furthermore,studieshaveexploredtheimpactofclassroomenvironment,teacher-studentinteraction,andpeersupportonlearners'beliefsand,subsequently,theiracademicperformance.
Methodology:
Toconductt