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

Authors

  • Chengcheng Wang
  • NORITA E. MANLY

DOI:

https://doi.org/10.54097/e2hsv242

Keywords:

Cognitive Schemas, English Learning Interests, Net-Generation, Educational Strategies

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.

Downloads

Download data is not yet available.

References

[1] He, L. P. (2019). A study on the cultural knowledge and learning ability requirements for vocational college students.

[2] Arbib, M. A., Conkey, L. H., & Weihong, S. (1987). The construction of reality. Cambridge University Press.

[3] Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.

Downloads

Published

18 September 2024

Issue

Section

Articles

How to Cite

Wang, C., & NORITA E. MANLY. (2024). Cognitive Schema to Interests for English Learning of Net-Generation College Students: A Basis for English Teaching Design in Sichuan Province, China. International Journal of Education and Humanities, 16(2), 529-538. https://doi.org/10.54097/e2hsv242