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e is too large,which is very different from senior middle school for thesefreshmen. They seldom have opportunities to answer questionsin each class period. And at the same time, it is of difficultyfor teachers to make sure that every student has understoodthe content in class.Variable 9: Test typesComments from the interviewees showed that test typeswould also have effect on how they studied English. Most ofthem claimed that they had to spend a large amount of timestudying the textbook in order to do well on tests.And others reported that they seldom practice theirspeaking as speaking is not a part to be examined in the test.Variable 10: Teacher characteristicsThere is a close relationship between teacher’scharacteristics and class arrangements because classes areorganized by teachers. In general, the students believed arelaxing and cooperative learning atmosphere constructed byboth teachers and students could help decrease anxiety level oflearners, promote learners’ confidence and improve theirlanguage ability. In contrast, teacher with a monotonousteaching method and less humor would produce mental distancebetween teacher and students and increase pressure inclassroom.Piasetski (2001) claimed teachers’ respect andappreciation for learners’ efforts and a good relationshipbetween them could help ease learners’anxiety as well asimprove their language learning. And harmonious classroomatmosphere can help motivate learners’ creativity whileclassroom atmosphere lack of harmony between instructor andlearners would impose oppression and insecurity on learnersto some extent (Yang, 2005). Their claims suggested thecharacteristics of teacher can play an important role inlanguage learning and teaching activity.Variable 11: Regional differencesThe differences between the students’places of originwere also put forward by the participants. Many studentsfound that their English was worse compared to theirclassmates from Nanjing, Suzhou or Wuxi, cities withdeveloped economy when they entered university.Variable 12: Parental influenceAs English is a subject which is required by all thecolleges and universities in China, students reported that theirparents’ opinions toward learning English had played animportant role in their learning process.Variable 13: AchievementLearning results or achievement was frequentlymentioned in the learner comments, and thus, this finalvariable was derived from the data related to the 12previously identified variables.By analyzing all the data in the interview, the authorfound that, for these students, achievement in Englishincluded the following:(a) Speaking fluently in and out class (e.g. giving correctanswers to questions, communicating with foreigners freely,expressing oneself clearly in classroom activities etc. ).(b) Obtaining higher scores or grades in tests.(c) Speaking with Standard English.After the thematic variable analysis, the interrelationshipdigraph analysis is to identify the nature of relationshipsbetween and among the 13 variables mentioned. And also aninterrelationship digraph matrix is constructed to show theinterconnectedness (Yan & Horwitz, 2008) between andamong them, which is a matrix used to understand how thevariables are linked. The interrelationship digraph matrix forthe interview data in this study is shown in Table 1.1.The variables are then ranked into four groups accordingto their capacity for influencing or “driving”other variables:primary driver (test types, gender differences, classar本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。