Journal of Educational Research and Review

Research Article | Published November 2017 | Volume 5, Issue 6, pp. 97-103

A study of factors that influence learners' self-evaluation of College English

 

Fang Li Email Author	College English Department, School of Foreign Languages and Literature, Wuhan University, China.

 

 

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Citation: Donkor AK (2017). A study of factors that influence learners' self-evaluation of College English. J. Edu. Res. Rev. 5(6): 97-103.
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 Abstract 

 

In today’s China, both college students and the society are demonstrating an increasingly higher demand for College English education. However, the learners’ satisfaction degree is low, so that courses of English for Specific Purpose and courses for general education are welcome among learners. This research surveyed over 400 learners in the Business English classes at Wuhan University and used the data collected to verify the assumption that the key factors that influence learners’ self-evaluation of College English are frequency of changing teachers, learners’ satisfaction levels of English textbooks and their degree of participation in language learning group activities. The research applied correlation and independence tests to the variables and then fit the data into an Anova model. Through backward selections, the software identified the best model to explain learners’ self-evaluation. The major findings are that, (a) learners’ satisfaction levels with English textbooks are not correlated with their self-evaluation of College English; (b) the participation degrees in group activities and their frequencies of changing English teachers could partially explain their College English self-evaluation. The research has potential to assist with College English reform and optimizing the curriculum design of Business English.

 

Keywords   Self-evaluation   teacher changing frequencies   textbook satisfaction levels   group activity participation degrees