Students’ English Language Learning Experiences And Effects In The Smart Classroom At A Private High School In Zhengzhou, China

Abstract

The purpose of this study is to investigate the perceived English language learning experiences and learning effects of high school students after learning in smart classrooms, to understand the current situation of high school students' English language learning in smart classrooms and whether there are differences in their English language learning experiences and effects compared with their demographic factors, as well as to explore whether the high school students’ English language learning experiences and effects in smart classrooms are related. The study collected 293 questionnaires from high school students in a private high school in Zhengzhou, China. The researchers used descriptive statistical analysis, independent sample t-test, one-way ANOVA, Pearson product moment correlation analysis to analyze the data. The results showed: 1) the overall level of high school students English language learning experiences and effects in smart classrooms was high, with higher effect in terms of improved student English language interaction; 2) students in higher grade perceived English language experiences and effects highly; female students perceived English language experiences and effects was higher than that of male students; 3) there was a significant relationship between high school students' perceived English language learning experiences and effect in smart classrooms. The researchers discussed on each finding and provided the recommendations for encouraging more students’ English language learning at smart classroom in private schools, China.