A Study on the Influence of Middle School Students ' Classroom Participation on English Achievement: Based on the Data of a Middle School in Foshan

Abstract

This paper takes 120 students of Grade 8 from a middle school in Foshan as the research object, and analyzes the correlation between classroom participation and English learning achievement. It is found that there are fewer active verbal activities in middle school students ' classroom participation, mainly in the form of nonverbal participation. Pearson correlation analysis showed that ' classroom questioning ',' active answer ' and ' taking notes ' had significant positive correlation with English achievement, and ' taking notes ' had the highest correlation coefficient with English achievement. There is a significant negative correlation between ' questioning students ', ' listening but silence ' and English achievement, and there is no significant correlation between students ' entrance scores and English achievement. The results of multiple regression analysis show that ' taking notes ' has the most significant effect on English achievement, and ' active answer ' is the second important factor. In addition, ' classroom questioning ', ' asking students ', ' listening but silent ' and ' entrance score ' have no significant effect on English achievement. In view of this, teachers should improve the classroom teaching mode in middle school students ' English teaching, so that students can participate in classroom verbal activities more actively.