The Influence of Affective Factors on Autonomous Learning in English Among Non-English Majors in Independent University

Wei Qian

doi:10.54097/ijeh.v5i3.2463

Authors

Wei Qian

DOI:

https://doi.org/10.54097/ijeh.v5i3.2463

Keywords:

Affective factors, Autonomous learning, Non-English majors.

Abstract

The study guided by affective theory, psychology and educational psychology theories, and assisted with questionnaire that investigated 62 non-English majors’ affective status in an independent university in eastern China, discovered that affective problems were universal, and that the learners with high English level had little affective problems while those with low English level had serious affective problems. At the same time, it presented the possible countermeasures against non-English major students’ affective problems according to the actual affective status. The research and the related teaching practice attempted to prove that paying close attention to the non-English major students' affective factors in English learning, and adopting effective countermeasures of affective cultivation are of great importance in overcoming non-English major students’ affective problems, improving their academic grades, and transforming them into the learners of healthy and all-round development.

Downloads

Download data is not yet available.

References

Arnold, J. (2011). Attention to affect in language learning. Cambridge: Cambridge University Press.

Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. Longdon: Longman.

Benson, P. (2011). Teaching and researching autonomy in language learning. Edinburgh Gate: Pearson Education.

Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson Education.

Dickinson, L. (1995). Autonomy and motivation: a literature review. System, 23(2): 165-174.

Dulay, H, M. et al. (1982). Language two. Oxford: Oxford University Press.

Ellis, R. (2004). Second language acquisition. Shanghai: Foreign Language Education Press.

Geoff J. (2004). Theory construction in second language acquisition. John Benjamins Publishing Company.

Ghorbandordinejad, F., & Ahmadabad, R. M. (2016). Examination of the relationship between autonomy and English achievement as mediated by foreign language classroom anxiety. Journal of Psycholinguistics Research, 45(3): 739-752.

Holec. H. (1981). Autonomy and foreign language. Oxford: Pegamon Press.

Kim, Y. L. (2018). The effect of relation-oriented class climate on academic emotion regulation and self-regulated learning ability of middle school students. Korean Journal of Youth Studies, 25(10): 1-26.

Little, D. (2007). Language learner autonomy: some fundamental considerations revisited. Learn. Innov. Lang. Teach, 1: 14-29.

Little, D. (2020). Language learner autonomy: rethinking language teaching. Language Teaching, 1-10.

McDevitt, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16: 37-45.

Mikkonen, K. et al. (2015). The presence of emotional factors. Telecommunications Policy, 39(8): 642-657..

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemp. Educ. Psychol. 61: 1-11 .

Sawyer, M. & Ranta, L. (2011). Aptitude, individual difference and instructional design. Cambridge: CUP.

Usmonova D. (2021). The influence of affective factors in language learning. Pinduce Journal of Culture, Literature and ELT, 6(1): 27-31.