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英语专业高低分学生学习者可控因素的差异研究.docx

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英语专业高低分学生学习者可控因素的差异研究 Title:AStudyofDifferencesinFactorsInfluencingEnglishProficiencyamongHighandLow-ScoringEnglishMajorStudents Abstract: EnglishproficiencyisacrucialskillforstudentsmajoringinEnglish,asitimpactstheiracademicperformanceandprofessionalopportunities.Manyfactorscontributetostudents'Englishlanguagelearningandsuccess.ThispaperaimstoexplorethedifferencesincontrollablefactorsthatinfluenceEnglishproficiencyamonghigh-scoringandlow-scoringEnglishmajorstudents.UnderstandingthesedifferencescanhelpeducatorsandstudentsdevelopeffectivestrategiesforimprovingEnglishlanguagelearningoutcomes. Introduction: EnglishproficiencyplaysavitalroleintheacademicandprofessionalsuccessofEnglishmajors.However,thevariationinEnglishlanguagelearningoutcomesamongEnglishmajorstudentsisamatterofconcern.Thisstudyaimstouncoverthecontrollablefactorsthatdistinguishhigh-scoringandlow-scoringEnglishmajorstudentsintermsoftheirEnglishproficiency. Methodology: Amixed-methodapproachcombiningquantitativeandqualitativeresearchmethodswillbeemployedinthisstudy.Firstly,astandardizedEnglishproficiencytestwillbeadministeredtoidentifyhigh-scoringandlow-scoringstudents.Followingthis,questionnaireswillbedistributedtobothgroupstoobtaindemographicinformationandcollectdataontheirstudyhabits,self-motivation,learningstrategies,languageexposure,anduseoftechnologyforlanguagelearning.Additionally,interviewswillbeconductedwithselectedparticipantstogaindeeperinsightsintotheirlanguagelearningexperiences. Results: Thefindingsofthisstudyshowsignificantdifferencesbetweenhigh-scoringandlow-scoringEnglishmajorstudentsinvariouscontrollablefactorsinfluencingtheirEnglishproficiency.Firstly,high-scoringstudentstendtoexhibitbetterstudyhabitssuchasregularstudyschedules,goalsetting,andeffectivetimemanagement.Conversely,low-scoringstudentsoftenlackdisciplineintheirstudyroutinesandfailtosetachievablegoals. Secondly,self-motivationemergesasacriticalfactorinfluencingEnglishproficiency.High-scoringstudentsdemonstrateintrinsicmotivati