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职院新生的英语学业情绪调查及团体干预研究.docx

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职院新生的英语学业情绪调查及团体干预研究 Introduction Nowadays,EnglishhasbecomeanimportanttoolininternationalcommunicationandanimportantsubjectinChineseeducationsystem.Asavocationalcollege,itisessentialtocultivatethepracticalEnglishskillsofstudents.However,asnewstudentsadapttocollegelife,theyoftenencounteracademicstressthataffectstheirlearningmotivationandemotionalstate.ThisresearchaimstoinvestigatetheacademicemotionsofnewstudentsinEnglishlearningandexploretheeffectivenessofgroupinterventiononimprovingtheiremotionalstate. Methodology Asampleof80newstudentsfromavocationalcollegewasselected,andamixed-methodsresearchdesignwasadopted.Firstly,aquestionnairewasusedtocollectdataonstudents’self-ratedEnglishproficiency,learningmotivation,andacademicemotions.Secondly,afocusgroupwasconductedtogainadeeperunderstandingofstudents’emotionsanddifficultiesinEnglishlearning.Finally,groupinterventionwasimplementedtoimprovestudents'emotionalstateandlearningperformance. Results Ourfindingsrevealedasignificantcorrelationbetweenself-ratedEnglishproficiency,learningmotivation,andacademicemotions.Specifically,studentswithhigherEnglishproficiencytendedtohavehigherlearningmotivationandpositiveacademicemotions,whilethosewithlowerEnglishproficiencyexperiencedmoreanxietyandnegativeemotions.Thefocusgroupdatafurtheridentifiedthatstudentsfacedvariouschallenges,suchasvocabularyacquisition,grammarrules,andoralexpression.Afterthegroupintervention,students'academicemotionswerepositivelyimproved,andtheirlearningperformancealsoachievedabreakthrough. Discussion Theresearchindicatesthatacademicemotionsareanessentialfactorinthelearningprocessandcansignificantlyinfluencestudents'academicachievement.Therefore,itisnecessarytopayattentiontostudents'emotionalstateandprovideeffectiveinterventionstrategies.Thegroupinterventioninthisstudy,whichincludespeerinteraction,emotionalregulation,andcooperativelearning,iseffectiveinpromotingstudents'emotionaladjustmentandacademicperformance.Infutureresearch,theinterventioneffectscanbefurthereva