英语论文网

4.1Data analysis
The first aspect learning motivation and attitude includes the first fouritem, which are “I feel interested in English learning", "I am confident inlearning English well’，，"I study English more than two hours out of class everyday", “ I feel energetic when completing the task that I consider is of practicalvalue". The author works out each student's total points, both full-timeundergraduates and spare-time education undergraduates, and inputs the datainto SPSS 17.0 Statistics and makes an analysis of the outcomes, making acontrast by Independent Samples Test between learners of full-timeundergraduates and spare-time undergraduates. The following two tables are theoutcomes through SPSS 17.0 Statistics, among which the category 1 stands forfull-time undergraduates, category 2 stands for spare-time undergraduates.
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Conclusion

From the research, we can see that full-time undergraduates have a clearermotivation and more active attitude for English learning than spare-timeundergraduates. In addition, full-time undergraduates more often self-evaluate andadjust to their English learning. The reason for those is related with the level ofeducation that they have received and the learning environment where they study.In the aspect of use of extra-curricular resources，spare-time undergraduates arebetter at using of extra-cunicular resources, the reason for which is that adults atwork have not enough materials in school and self-oriented study is their mainlearning methods.In the aspects of self-monitoring situation and setting learning goals and plans,full-time undergraduates and spare-time undergraduates nearly have the same level.As the whole, there is no significant difference of full-time undergraduates andspare-time undergraduates. From the result, we can see the whole college studentsboth full-time undergraduates and spare-time undergraduates have relatively lowEnglish autonomous learning abilities.
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Reference (omitted)