Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students

Abstract

The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.

The relationship between exam anxiety, academic performance and peer support among 9th grade students in Shenzhen, China

“…Therefore, it is necessary to analyze and intervene based on specific situations, and to help students manage and relieve test anxiety [7]. 9th grade students bear pressures from school management, parental expectations, peer competition, and their own demands that lower-grade students cannot experience [8]. A survey on academic pressure among 9th grade students found that more than 70% of them have heavy academic burdens, with heavy homework and many tutorials.…”