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College English Teaching Guide(2020 Edition)has raised general requirementsfor language proficiency and knowledge,cross-cultural communication and learningstrategies,together with specific requirements for English skills,such as listening,speaking,reading,writing and translation.As the guide suggested,foreign languageeducation today focuses so predominantly on the training of language skills butignores the affective factors.With the emergence of positive psychology,researchershave gradually applied it to the study of foreign language learning.Positivepsychology has raised awareness of the importance of well-being.Well-being is amultidimensional construct comprising positive affect,negative affect and satisfaction(Diener,1984).Xu(2020)has pointed out that the goals of foreign languageeducation should not any longer be confined to helping students acquire languageknowledge and skills,but also should pay attention to teachers’and students’well-being.As a key component of well-being,satisfaction is viewed as a comparativeoutcome between expectancy and perceived service with pleasure or displeasure(Oliver,1980).It is an important aspect of higher education evaluation andmanagement.As students are the subjects of education,their learning satisfaction is anarea of concern.Learning satisfaction is students’subjective feelings towards theirlearning experience.It not only represents college students’self-evaluation of theirlearning,but also provides insight into the current status of learning(Wen,2015),which is one of the topics worth studying.

1.2 Research Purpose and Significance

This study aims at exploring the relationships among teacher-and-peer support,learning beliefs and learning satisfaction in English learning and putting forwardcorresponding suggestions to English teachers and learners based on the results.Byexploring the relationships among these factors,the study aims at providing a deeperunderstanding of the factors that contribute to students’satisfaction with their Englishlanguage education.It supplements the previous studies conducted in positivepsychology and contributes the domestic research on English learning satisfaction.

Previous studies mainly focused on the relationship between social support andwell-being,which are the upper notions of teacher-and-peer support and satisfactionrespectively.Moreover,there is a lack of English learning satisfaction scales thatcould be applied to research on EFL learning in China.This study intends to reviewthe existing learning satisfaction scales at home and abroad,and to explore theEnglish learning satisfaction scale that is suitable for Chinese college students.Thisstudy will provide certain statistics and a theoretical basis for the future research ofteacher-and-peer support,learning beliefs and satisfaction.Additionally,the study cancontribute to the broader field of language education research by shedding light on thecomplex factors that influence students’satisfaction with language learning.Researchers in other different disciplines would also be motivated by the results ofthis study to explore the effects of teacher-and-peer support and learning beliefs on learning satisfaction.Therefore,it is of certain theo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。