An Investigation on English Learning Engagement of Non-English Major Undergraduates

Xinyue Zhou

doi:10.54097/er632657

Authors

Xinyue Zhou

DOI:

https://doi.org/10.54097/er632657

Keywords:

Learning Engagement, English Leaning, Non-English Major Undergraduates

Abstract

The degree of learning engagement is a criterion for measuring whether the learning process of college students is effective and an important indicator for evaluating the quality of higher education. Currently, there is a lack of survey research focusing on the current situation of English learning engagement among non-English major college students. This study aims to explore the English learning engagement of non-English major college students by using the method of questionnaire survey. A questionnaire survey was conducted among 157 non-English major undergraduates in a certain university, including 59 male students and 98 female students. The survey results are as follows: (1) The levels of behavioral engagement, emotional engagement, and cognitive engagement in English learning among non-English major undergraduates are at a medium level. (2) The levels of behavioral and emotional engagement of female students are significantly higher than those of male students. (3) The levels of emotional and cognitive engagement of sophomores are significantly higher than those of freshmen. (4) The levels of behavioral, emotional, and cognitive engagement of liberal arts students are significantly higher than those of science students. These findings provide valuable insights into the English learning engagement of non - English major college students. And some useful implications are provided for teachers, universities, and students themselves to improve the overall quality of English learning engagement among this group of students. Future research could further explore the underlying reasons for these differences and seek more effective ways to enhance the English learning engagement and outcomes of non - English major college students.

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