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tedness. If schools can  provide  children  with  opportunities  to  meet  their  three  basic  needs,  students’ engagement level will be improved. Firstly, students’ demand for relatedness in the classroom is more likely to be achieved if teachers and peers can create a kind and supportive environment. Secondly, when students believe that they have the ability to make  a  decision  and  when  they  are  motivated  by  internal  factors  rather  than  the external  ones,  their  demand  for  autonomy  can  be  met.  Thirdly,  student’s  need  for competence  is  met  when  their  experiences  in  the  classroom  prove  them  that  it  is challenging but possible for them to achieve what they desire in the end (Fredricks, Blumenfeld, & Paris, 2004). The present study is to explore how this system works.  
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Chapter 3 Methodology.....25 
3.1 Setting and Subjects  ............... 25 
3.2 Instruments  .............. 26 
3.3 Procedures  .............. 34
3.4 Data Analysis  .......... ........ 36 
Chapter 4 Results and Analysis..........38 
4.1 Reliability and Analysis of the Questionnaire  ......... 29 
4.2 Students Class Engagement Levels  ...... 38
4.3 Correlation between Class Engagement and Learning Achievement ......44
4.4 Students’ Views on Class Engagement  ....... 49 
Chapter 5 Discussion.........57 
5.1 Contribution of Class Engagement  ...... 57 
5.2 Possible Interpretations  ............ 58 
5.3 Motivators and Inhibitors for Class Engagement  .......... 60 

Chapter 5 Discussion 

Based  on  student  engagement  level  investigated  from  the  questionnaire  and  data collected  from  classroom  observation  as  complement,  the  present  study  discovered both  the  inter-correlation  of  the  three  dimensions  of  student  engagement  and  their contribution  to  learning  achievement  respectively.  Possible  interpretations  for  the results are discussed in this section. The discussion on motivators and inhibitors for engagement level sheds light on English instruction.  

5.1 Contribution of Class Engagement 

First,  students’  behavioral  engagement  is  significantly  related  to  both  students’ cognitive engagement and affective engagement  while their behavioral  engagement can not represent their actual engagement level, which is slight different to the finding of  Ren  (2005)  that  the  correlation  between  behavioral  engagement  with  cognitive engagement but not with affective engagement or that of Chen (2013) indicating no correlation among the three dimensions. This finding can explain for the phenomenon “students might show a positive attitude towards English learning that did no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。