International Journal of Research Studies in Education
CollabWritive Special Issue
Volume 13 Issue 19
Available Online: 20 December 2024
Author/s:
Zhang, Jiarui
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (zjr758307283@163.com)
Abstract:
The objective of this study is to assess the English reading comprehension, autonomous learning ability, and academic resilience of non-college English majors at private and public campuses of a university in China. Additionally, the study aims to investigate the correlation between students’ English reading level, autonomous learning ability, and academic resilience, and to propose a corresponding reform plan for English reading teaching based on these findings. This study employed the convenience of the online Questionstar survey, which was completed by 425 respondents from a range of grades and with a balanced proportion of non-English majors. In conclusion, 425 complete and valid questionnaires were collected. The findings indicate that non-English majors tend to demonstrate superior English reading comprehension abilities. They demonstrate a more nuanced comprehension of their own learning processes and are capable of proactively monitoring and modifying their reading strategies. Furthermore, these students demonstrated a robust capacity for autonomous learning, exhibiting the ability to complete learning tasks independently and identify suitable learning resources and methods. Moreover, they demonstrate academic resilience in the face of academic challenges and are able to adapt effectively to difficulties and changes in their studies. Overall, Chinese university students demonstrate medium-high levels of English reading comprehension, autonomous learning ability, and academic resilience. They exhibit a positive attitude toward English reading and are willing to invest time and energy to improve their reading level. They utilize a variety of self-directed learning strategies, such as previewing, questioning, summarizing, and so forth, with moderate frequency and notable efficacy. Significant discrepancies in English reading comprehension, autonomous learning capacity, and academic resilience were observed among non-English majors across diverse campuses and grade levels. Respondents who had English planning requirements for their future academic pursuits and expressed interest, the subject performed better in these areas, exhibiting higher English reading comprehension and stronger autonomous learning abilities. Furthermore, when the respondents were grouped according to grade level, those in higher grades demonstrated enhanced adaptability and flexibility with respect to academic resilience. This study conducted a comprehensive analysis of the correlation between the three variables of English reading comprehension, autonomous learning ability, and academic resilience. The findings revealed a significant positive correlation between these variables. Based on these findings, this study proposes programs designed to enhance reading comprehension, learning awareness, and autonomous learning ability. The objective is to optimize students’ learning strategy choices by improving these abilities, thereby enhancing their academic resilience. The programs include initiatives to enhance reading comprehension skills, promote self-directed learning strategies, and cultivate students’ resilience in the face of academic challenges. It is hoped that this study will provide useful references and insights into the reform of English reading teaching in China, and assist educators in developing more effective instructional strategies to enhance students’ reading comprehension, autonomous learning ability, and academic resilience. This will contribute to the cultivation of a more diverse and well-rounded cohort of English majors.
Keywords: Chinese university students, English reading comprehension, autonomous learning ability, academic resilience
DOI: https://doi.org/10.5861/ijrse.2024.24766
Cite this article:
Zhang, J. (2024). English reading comprehension, autonomous learning ability, and academic resilience among Chinese college students. International Journal of Research Studies in Education, 13(19), 47-66. https://doi.org/10.5861/ijrse.2024.24766