Cognitive Schema to Interests for English Learning of Net-Generation College Students: A Basis for English Teaching Design in Sichuan Province, China

Abstract

This study explores the impact of cognitive schemas on English learning interests among college students in Sichuan Province, China. Despite the critical role of English in providing academic and professional opportunities in a globalized economy, many students face challenges such as basic comprehension issues and lack of engagement, often exacerbated by an exam-centric education system. By applying schema theory, the research investigates how language, content, and formal schemas influence students' English learning interests. Utilizing a quantitative approach, data was gathered from 380 students through questionnaires and analyzed using statistical methods. The findings reveal gaps in language schema proficiency and low engagement in English learning, suggesting a need for personalized, interactive teaching strategies. The study provides insights into effective pedagogical practices tailored to the needs of Net-Generation students.