|
Factors Affecting Middle School Students' English Learning Engagement in the Context of Urban Family Backgrounds |
|---|---|
| รหัสดีโอไอ | |
| Title | Factors Affecting Middle School Students' English Learning Engagement in the Context of Urban Family Backgrounds |
| Creator | Mengjiao YE |
| Contributor | Yudhi Arifani, advisor |
| Publisher | Rajamangala University of Technology Krungthep |
| Publication Year | 2567 |
| Keyword | Middle School, English (Second Language), English Learner Engagement, Family environment |
| Abstract | Learning engagement is critical in shaping students’ academic success. This study examines the influence of learning engagement on English language acquisition among seventh-grade middle school students in City A's central urban area. Employing a quantitative approach, the research focuses on engagement's cognitive, behavioral, and emotional dimensions and their link to language skill development. Data were collected from 2000 students through a “Survey on English Learning Engagement,” with analysis conducted using NSSE and SEM techniques. Findings indicate that student engagement in English learning outside school is generally moderate to low. Family background, particularly financial circumstances and parental education levels (predominantly at the junior college level or higher), significantly shapes learning behaviors. Family support emerges as a key positive factor, correlating with improved learning behaviors and fostering motivation and positive attitudes toward English learning. Notably, cognitive engagement in English learning activities is strongly influenced by family support. While emotional support from families positively impacts students’ emotional engagement, its effect on classroom participation is less pronounced. This finding suggests that emotional support alone may not sufficiently enhance classroom engagement without the interplay of other contributing factors. The study highlights the substantial role of family environments in students' learning processes and emphasizes the need for closer collaboration between schools and families. Such partnerships can create holistic support systems that address academic and emotional needs, ultimately fostering more engaged and motivated learners. In conclusion, this research underscores the importance of family background in influencing students’ English learning engagement. By leveraging family dynamics and strengthening school-family collaboration, educators and policymakers can develop strategies to enhance students’ overall learning experiences, paving the way for improved educational outcomes. |
| Language | EN |
| URL Website | https://dspace.rmutk.ac.th |
| Website title | คลังความรู้ UTK |
