中学英语教师促进高中生学习主动性的中介作用调查研究

IntroductionLanguageisanimportantconditionforpeopletoparticipateinsocialactivities.Today'ssociallifeandeconomicactivitiesareaprocessofglobalization.Foreignlanguageshavebecomethebasicqualificationsofworldcitizens.Soitisverymeaningfultolearnaforeignlanguage,especiallyEnglish.Englishplaysanimportantroleinthismodernsociety,whichcannotbeignoredbyallofus.HowtolearnEnglishwell?Thisproblemhasexistedforalongtime.Infact,thecorrectwayoflearning,perseverance,activeandindependentlearningabilitycanpromotetheprogressofEnglishlearning.Therefore,tokeeptheinitiativeofstudents'learning,sothatstudentscanachievelifelonglearning,whichisthegoalofteachersshouldplayarole.1.1BackgroundofResearchLifelonglearningbecomestherequirementofeveryoneinthefuturesociety.Ourcountryiscarryingoutthehighereducationreformwiththeteachingreformasthecore,whichnotonlyrequiresustoteachpeopleknowledge,butalsoteachpeoplehowtolearnit.Teachersshouldnotonlymakestudentsmasterknowledge,butalsoteachstudentsthemethodsofacquiringknowledge,sothattheycangetthewayoflifelonglearning.Itrequiresthattheteachershouldchangethedirectionfrommerelyteachingknowledgetocultivatingstudents'independentlearningability,andletstudentschangefromtheobjectofpassivelyacceptingknowledgetothesubjectofactivelylearningknowledge，sothatstudentscanlearnknowledgefrompassiveacceptancetoactivelearning.Itisclearthattoday'steachershavebecomepeoplewhohelpstudentslearn.SeniorhighschoolEnglishteachersalwaysplayanmediationroleinpromotingseniorhighschoolstudents'initiativeinlearningEnglish.However,becauseofthedifferencesbetweenstudents,themediationroleplayedbyseniorhighschoolEnglishteachersisnotsignificanttopromotestudents'learninginitiative.Eachteacher'sMediatorialrolehasitsownadvantagesanddisadvantages,whichmakesitdifficultforhighschoolEnglishteacherstoachievetheexpectedeffectinpromotinghighschoolstudents'learninginitiative.Therearemanytheoriesaboutteachers'mediationrole.Therearetwoveryfamouspeople,VygotskyandFeuerstein.Vygotsky'smostdistinguishedtheoryis“ZPD”andFeuersteinidentifiestwelvefeaturesofmediation,whichprovidestheoreticalfoundationofthisresearch.1.2PurposeofResearchHighschoolstudentsshouldtendtobeindependentintheirstudyandlife.Nomatterinlifeplanning,lifeconceptorvaluejudgment,theyshouldhavetheirownjudgment.Inlearninglife,theyshouldformactivelearningstrategies,improvetheirlearningability,andgivefullplaytotheirpotential.Accordingly,teachersshouldplaytheirmediationroletoachievetheteachinggoal.Theaimofthisstudyistoresearchtheregionalhighschoolcampus,analyzethemediationroleofhighschoolEnglishteachersinpromotinghighschoolstudents'learninginitiative,andexploretheroleofseniormiddleschoolEnglishteachersinpromotingstudents'learninginitiative.Finally,wecanfindouttheadvantagesanddisadvantagesoftheirmediationroleandgivetargetedteachingsuggestions,andsummarizetheexcellentmediationrole.LiteratureReviewThispartexplainsthetheoreticalbackgroundofmediationtheoryandthemediationtheorywithFeuersteinasthecoreanditstwelvecharacteristics.2.1TheoreticalBackgroundofMediationMediationtheoryisanimportantthoughtofsocialinteractiontheory.Vygotsky(1981,citedfrom张,2001)pointsoutthatmediationrolereferstotheroleplayedbypeople(suchasparents,teachers,etc.)whoareofgreatsignificancetoachildinhiscognitivedevelopment,thatis,tohelphimdevelophispotentialabilitysoastoimprovehisproblem-solvingability.EducatorFeuerstein(1991,citedfrom郝,2007)callspeoplewhoplayanimportantroleinchildren'slearningasmediator.Mediatorscanbeparents,teachersorcapablepartnerswhopresentwhattheirchildrenlearnwiththeirrolestheythink.Inaddition,Feuersteinpointsout12characteristicsofteachers'mediationrole,Controlofownbehavior,Goal-setting,Challenge,Awarenessofchange,Abeliefinpositiveoutcomes,Sharing,Individuality,andAsenseofbelonging.Furthermore,Lantolfdividestheintermediaryroleintothreecategories:themediationroleofothersinsocialinteraction,themediationroleofone'sownandthemediationroleoftools.Hefurtherdividestheroleofothersinsocialinteractionintothreecategories:themediationroleofteachers,themediationroleofpeersandthemediationroleoftheuseofmothertongue.WilliamsandBurdenpointoutthefundamentaldifferencebetweenmediatorandteachersmerelyasknowledgetransmitters.ThereisnodoubtthatmediationtheoryplaysapositiveguidingroleforforeignlanguagelearnersinChina.ZhangZhidividesmediationintometacognitiveandcognitivemediation,andaffirmsthesignificanceofteachersinfullytappingstudents'metacognitivemediationabilitytocultivatestudents'problem-findingandproblem-solvingability（张,2001）.However,thereisalwaysacertaingapbetweentheoryandpracticeinEnglishteaching.MostEnglishteachersagreewithteachingtheory,buttheydon'tknowhowtoreflectitinpractice.CheninTaiwanconductedamediationsurveyon50primaryschoolteachersusingquestionnaire,andfoundthatteachersthoughtthat"makingstudentsunderstandtheirintentions","cultivatingasenseofcompetence","behaviorself-control"and"personality"wereparticularlyimportant,while"importance","transcendingthecurrentpurpose"and"awarenessofchange"wererelativelyunimportant.QuWenjie'sresearchonteachers'actionshowsthatmostteachershaveaproblemthatthereisadisconnectionbetweentheoryandpractice(曲,2003).Theresultsshowthatmostteachershaveacertainawarenessofthemediationrole,buttheyareunabletoworkouttheminpractice.2.2MediationTheoryThetheoryofmediationisthecoreconceptofVygotskyandFeuerstein.AccordingtoVygotsky'sfamousconcept,ZoneofProximalDevelopment,mediationistheguidanceandcooperationbetweenchildrenandadultsoranyonewhoismorematurethanchildren,whichcanhelpchildrentosolvetheirproblems.Mediationislikeusing"tools"tohelpchildrenachievegoalsorsolveproblems,andthemostimportanttoolissymboliclanguage.Inotherwords,mediationisactuallythatteachersuseappropriatelanguagetoachievevariousfunctions,suchasguidance,inspiration,feedback,etc.,inordertohelpstudentscompletetheirlearningtasksbetter,oreventoachieveahigherlevellearning,thatistosay,toreachthe“ZoneofProximalDevelopment”.Feuerstein,anIsraelipsychologistandeducator,developedmediationtheory.Hemadecleartheimportantroleofteachersinselectingandshapinglearningexperienceandtheimportanceofstudents'response.Hebelievesthatchildren'slearninghasreceivedsignificantadultinterventionandinfluencesincetheywereborn.Hecallsthesepeoplewhoplayanimportantroleinchildren'slearningprocessasmediator,andthelearningexperiencetheyprovideforchildrenaslearningexperienceunderthemediationrole.Thefirstimportantpeopleforchildrenareparents,thesecondareteachers.Theteachersshouldnotonlytakelearninginfluencetostudents,butalsohaveapositiveandcorrectinfluenceontheminthelifeemotion.Feuerstein'stheoryof"intermediaryrole"wasformedinthetimeworkofJewishimmigrantchildren'seducationafterthewar,soitismoresuitableforclassroomteachingpractice.Hebelievesthattheinteractionbetweensignificantpeopleandlearnersactsapivotalpartinthecognitivedevelopmentoflearners.Heproposedthatthemediationroleistohelplearnerstoenterahigherlevel,andsuccessfullylearnahigherlevelofskillsandknowledge.Mediationcanaffectthecognitivestructureoflearners.Theultimategoalofmediationistomakelearnersinternalizethismediationprocessintoapartoftheirowncognitivestructure,thatis,theycan"learnautonomously"withoutthehelpofmediators.Feuersteinsaidthatmediationisrelatedtohelpinglearnerstomasterknowledge,skillsandstrategiestoprogress.Itisalsoconcernedwithhelpinglearnerstobecomeautonomous.Andhealsoproposedtwelvecharacteristicsofmediation.The12mediationfeatures:Significance:Theteachermakeslearnersawareofthesignificanceofthelearningtasksothattheycanknowtheimportanceofit.Purposebeyondthehereandnow:Learnersmustbeawareofthewaysinwhichlearningexperienceswillbemorerelevanttothem,notjustintheimmediatetimeandplace.Sharedintention:Theteachermusthaveaclearintention,whichisunderstoodbythelearners.Asenseofcompetence:Thefeelingthatthey'recapableofcopyingsuccessfullywithanyparticulartask.Controlofownbehavior:theabilitytocontrolandregulatetheirownlearning,thinkingandactions.Goal-setting:Theabilitytosetrealisticgoalsandtoplanwaysofachievingthem.Challenge:Aninternalneedtorespondtochallenges.Awarenessofchange:Anunderstandingthathumanbeingsareconstantlychanging.Abeliefinpositiveoutcomes:Foranapparentlyintractableproblem,thereisalwaysthepossibilitytofindthesolution.Sharing:cooperationamonglearners,togetherwiththerecognitionthatsomeproblemsarebettersolvedcooperatively.Individuality:Arecognitionoftheirownindividualityanduniqueness.Asenseofbelonging:afeelingofbelongingtoacommunityandaculture(Williams&Burden,PsychologyforLanguageTeachers,1997).ASurveyontheMediatorialRoleofEnglishTeacherstoPromoteSeniorHighSchoolStudents'InitiativeInordertobettercompletethisstudy,throughthecollectionofquestionnairedatatounderstandtheseniorhighschoolEnglishteachersandseniorhighschoolstudents'viewsonTeachers'mediationrole.Andwecanalsolearnfromthestudents'questionnairethattheimplementationofteachers'mediationroleinpromotingstudents'learninginitiative.AndthenanalyzestheshortcomingsofthemediationrolethatseniorhighEnglishteachersinpromotingstudents'learninginitiativeinChangzhiarea,andputsforwardsometeachingsuggestions.3.1ResearchQuestionsandResearchSubjectsThispartintroducestheresearchquestionsandsubjectsrespectively.3.1.1ResearchQuestionsThisresearchaimstounderstandteachers'specificcognitionofmediationroleandthemediationroleinpromotingstudents'learninginitiative.Therearethreemainobjectives.ThefirstaimistofindoutthecurrentsituationofEnglishteacher'sintermediaryroleinseniorhighschoolandthestudents'cognitionandviewsonit.Thesecondpurposeistomakestudentsandteachersknowmoreabouttheintermediaryroleandreachaconsensus.ThelastgoalistoprovidesomeusefulsuggestionsforseniorhighschoolEnglishteachers'mediationroleinpromotingtheseniorhighschoolstudents'learninginitiative,soastobettercultivateseniorhighschoolstudents'learninginitiative.Thisthesisisexpectedtoanswerthefollowingthreequestions:(1)Whatareteachers'andstudents'viewsonthemediationroleofseniorhighschoolEnglishteachers?(2)IsseniorhighschoolEnglishteacher'smediationroleinpromotingstudents'learninginitiativecorrectandefficient?(3)Howcanteachersplayanefficientmediationroletopromotestudents'learninginitiative?3.1.2ResearchSubjectsThisresearchmakesaninvestigationof50Englishteachersand160studentsinNO.1SeniorHighSchool,NO.2SeniorHighSchool,NO.10SeniorHighSchoolandTaihangMiddleSchoolinChangzhiCity.The50EnglishteachersarechosenfromGradeOnetoThree.These160studentsarefromthefourselectedhighschools.Andthefortystudentswerechosefromeachschoolstochasticallyforquestionnairesurvey.Mostofthesestudentsareseriousaboutthisquestionnaire.Anditprovidesuswithreliabledataforanalysis.3.2ResearchMethodTheresearchusesquestionnairesurvey.Wedividethequestionnaireintoteacherquestionnaireandstudentquestionnaire.Throughaquestionnairesurvey,thispaperaimstofindoutstudents'andEnglishteachers'viewsonthemediationrole,andtoanalyzewhetherteachers'mediationroleinpromotingstudents'learninginitiativeiseffective.WilliamsandBurden’s(2000)mediationquestionnaireisveryimportantintheresearchofteachers'andstudents'cognitionofmediatingrole.Thisstudy(Appendix1)isadaptedfromWilliamsandBaden.Inordertofacilitatetheinvestigationandanalysis,10gradesscaleismodifiedinto5gradesandthequestionnairesaretranslatedintoChinese.TheEnglishteacher'squestionnairemainlyincludesthebasicinformationoftheteacherandtwelvequestions.Therearetwopartsinstudents’questionnaire,oneistoshowstudents'viewsonthemediationroleofEnglishteachersandtheotheristoshowtheteachers'implementationofmediation.Accordingtotheimplementationofteachers'mediationroleandstudents'viewsonTeachers'mediationrole,throughdataanalysis,wecanconcludewhetherEnglishteachers'mediationroleinpromotingmiddleschoolstudents'learninginitiativeiscorrectandeffective.3.3DataCollectionandDataAnalysisInordertobettercompletetheresearch,thispaperwillusequestionnairesurveyanddatacollectiontounderstandtheseniorhighschoolstudentsandseniorhighschoolEnglishteachers'viewsonTeachers'mediationroleandtheimplementationofteachers'mediationrole.3.3.1DataCollectionFromNovember25to29,2019,210questionnairesweredistributedtofourclassesinfourselectedhighschools.Ofthe210questionnaires,50wereteachers'questionnairesandtherestwerestudents'questionnaires.Throughthecarefulanswersofteachersandstudents,160studentquestionnairesand50teacherquestionnaireswerecollected,allofwhichwerevalid.3.3.2DataAnalysisBysummarizingthestudents'andteachers'choiceofthetwelvequestionsfromtheproportionofthenumberofpeoplewechoose,wecangettheviewsofteachersandstudentsontheintermediaryrole,andwhethertheintermediaryroleofEnglishteachersinpromotingstudents'learninginitiativeiscorrectandeffective.Throughtheanalysis,thefollowingconclusionsaredrawnanddiscussed.Table3-1Students'viewsonmediationrole54321Significance9861.25％3622.5％2616.25％0000Sharedintention11370.62％2213.75％127.5％138.13％00Purposebeyondthehereandnow7647.5％5635％2515.63％31.87％00Asenseofcompetence11571.87％3018.75％148.75％10.63％00Controlofownbehavior9358.12％4628.75％1610％53.13％00Goal-setting8754.37％5333.12％1710.63％31.88％00Challenge138.12％2515.62％3723.13％6540.63％2012.5％Awarenessofchange10766.88％3723.12％106.25％42.5％21.25％Abeliefinpositiveoutcomes138.12％1710.62％2012.5％9358.13％1710.63％Sharing2515.62％2515.62％4326.88％5031.25％1710.63％Individuality3119.37％4226.25％4226.25％3723.13％85％Asenseofbelonging159.37％1710.63％2012.5％6238.75％4628.75％(5=absolutelyessential4=veryimportant3=important2=lessthanimportant1=notatallimportant)Table3-2Teachers'viewsonmediationrole54321Significance3366％1530％24％0000Sharedintention3876％1224％1020％0000Purposebeyondthehereandnow1530％1326％2040％24％00Asenseofcompetence4386％510％24％0000Controlofownbehavior3060％1530％510％0000Goal-setting2652％1530％918％0000Challenge3570％1020％510％0000Awarenessofchange1530％1530％1530％24％36％Abeliefinpositiveoutcomes1734％1224％1122％816％24％Sharing714％918％1020％2244％24％Individuality36％510％714％2550％1020％Asenseofbelonging36％36％1224％2754％510％(5=absolutelyessential4=veryimportant3=important2=lessthanimportant1=notatallimportant)Table3-3Students'feedbackonTeachers'mediationrole54321Significance10062.5％3521.87％2515.63％0000Sharedintention2012.5％3521.87％5534.38％4025％106.25％Purposebeyondthehereandnow004025％8754.37％3018.75％31.88％Asenseofcompetence6339.37％8251.25％106.25％53.13％00Controlofownbehavior8553.12％4427.5％2616.25％53.13％00Goal-setting6037.5％5433.75％2616.25％1710.62％31.88％Challenge2415％3421.25％8452.5％63.75％127.5％Awarenessofchange006641.25％8754.37％74.38％00Abeliefinpositiveoutcomes002012.5％3421.25％8050％2616.25％Sharing002213.75％3823.75％6037.5％4025％Individuality00004628.75％5433.75％6037.5％Asenseofbelonging002515.62％4528.13％8050％106.25％(5=always4=often3=lessthanoften2=occasionally1=rarely)Significance:Accordingtothetablesabove,weknowthat100%ofstudentsandteachersthinkitisimportant.Andwecanknowthat84.37%ofthestudentsthinkthattheirEnglishteacherscanoftengiveclearinstructions.Sharedintention:91.87%ofthestudentsthinkthefeatureofmediationroleisimportant.And100%oftheteachershavethesameviewpoint.Butonly34.37%ofthestudentsthinkthatteacherscanoftenmakecleartheintentionofthetaskstheyrelease.Purposebeyondthehereandnow:98.13%ofthestudentsthinkitisimportanttounderstandhowthetasksreleasedbyteacherscanhelpthem.96%ofteachersthinktheyshouldmakestudentsknowthefar-reachingsignificanceofthetasktheyaredoing.ButfromTable3,wecanknowthatonly25%ofteacherscanoftenachievethismediationrole.Asenseofcompetence:Fromthetablesabove,99.37%ofthestudentsand100%oftheteachersthinkitisnecessarytocultivatestudents'self-confidenceandabilityconsciousness.InTable3,wecanseethat90.62%ofthestudentsthinkthattheirEnglishteachersoftenhelpthembuilduptheirself-confidenceandcompetence.Controlofownbehavior:96.87%ofthestudentsthinktheyneedeffectivelearningstrategies.100%ofteachersalsothinkthatitisnecessarytoteachstudentseffectivelearningstrategiestohavethecapabilitytoadjusttheirlearning.And80.62%ofteachersoftenprovidestudentswitheffectivelearningstrategies.Theygivefullplaytotheirmediationrole.Goal-setting:Havingacleargoalandaplanwillmakeiteasierforyoutosucceed.98.12%ofstudentsagreewiththisviewandthinkthatitisveryimportanttodefinetheirgoals.100%ofteachersthinkit'snecessaryforthemtohelpstudentscleartheirgoals.Butonly71.25%ofteacherscanoftenhelpstudentstoclarifytheirgoalsintime.Challenge:46.87%ofthestudentsthinkitisimportanttofindandsolvethechallengeintheirstudy.But100%ofteachersthinkhelpstudentssetupEnglishchallengeprojectandsolveitisveryimportant.Peoplewillmakegreaterprogressiftheykeepsettingupchallengesandsolvingthem.36.25%ofthestudentsthinkthattheirEnglishteachersoftensetupchallengesforthemandaskthemtocompletethesechallenge.Awarenessofchange:96.25%ofthestudentsthinkitisveryimportantforteacherstomonitorstudents'changesinEnglishlearningprocess.90%ofteachersthinkit'snecessarytohelpstudentsmonitorthechangesinEnglishlearningsothattheycanunderstandandevaluatetheirownchangesinEnglishlearning.Butonly41.25%ofthestudentssaidtheirteacherscanoftenhelpthemunderstandtheirownchanges.Abeliefinpositiveoutcomes:Only31.25%ofstudentsthinkitisveryimportantthatteacherscanhelpthemrealizethepositiveresults.80%ofteachersthinkletstudentsbelieveinpositiveresultsandthentrytheirbesttosolveproblemsisveryimportant.Butonly12.5percentofteacherscandoitoften.Sharing:58.12%ofthestudentsthinkitisimportanttolearntocooperateandcompletethetasktogetherinEnglishlearning.52%ofteachersthinkitisimportanttoteachstudentstodisposeofproblemsthroughcooperation.Only13.75%ofteacherssupportstudents'cooperativeproblemsolving.Individuality:71.87%ofthestudentsthinkteacherscandeveloptheirpersonalityisveryimportant.30%ofteachersthinkthatstudentshavetheirownlearningpersonalityisverygood.Butthereare62.5%ofteacherscanhelpstudentsdeveloptheirpersonalityinEnglishlearningoccasionally.Asenseofbelonging:32.5%ofthestudentsthinkteacherscultivateasenseofbelonginginclassisimportant.36%ofteachersthinkitisimportanttocultivatestudents'senseofcollectivebelonging.Only15.62%ofteacherscandothemediationroleandoftencultivatestudents'senseofcollectivebelonging.SurveyResultsThroughtheanalysisofthedata,thefollowingconclusionsaredrawn:1.TeachersandStudentsPerceptionsonMediationRole.EnglishteachersinChangzhiNo.1HighSchool,No.2HighSchool,No.10HighSchoolandTaihangMiddleSchoolgenerallybelievethatteachers’mediationroleinseniorhighschoolEnglishlearningisveryimportant.Theyhopetobethehelpersandfacilitatorstostudents’Englishlearning.Theyaremorewillingtoimpartknowledgethanhowtocultivatestudents'personalityandemotion.StudentsinChangzhiNo.1highschool,No.2HighSchool,No.10highschoolandTaihangmiddleschoolalsothinkEnglishteachers’mediationroleissignificant.Theyhopetomasterefficientlearningstrategies,improvelearningefficiency,masterappropriatelearningmethodsandskills,soastomaketheirEnglishlearningprogress.Throughdataanalysis,wecanseethattheEnglishteachersandstudentsnearlyhavereachedconsensusontheimportanceofninemediationroles.TheyareSignificance,Sharedintention,Purposebeyondthehereandnow,Asenseofcompetence,Controlofownbehavior,Goal-setting,Awarenessofchange,SharingandAsenseofbelonging.Theyallbelievethemostimportantmediationroleis“asenseofcompetence”.99.37%ofstudentsand100%ofteachersthinkthatcompetenceisveryimportant.Butinthetwoaspectsofsharingandasenseofbelonging,mostteachersandstudentsdonotattachgreatimportancetothem.TherearegreatdifferencesbetweenteachersandstudentsintheviewsofChallenge,Abeliefinpositiveoutcomes,andIndividuality.Only46.87%ofthestudentsthinkitisimportanttofindandsolvethechallengeintheirstudy.But100%ofteachersthinkhelpstudentssetupEnglishchallengeprojectandsolveitisveryimportant.Thechallengesinlearningareboundtobringsomedifficultiestostudents'learning.Duetostudents'lowinitiativeinlearning,theyusuallychoosetoescapedifficultieswhenfacingchallenges.Butteachersthinkthattheyshouldconstantlydealwithchallengesandovercometheminlearning.Thiscanmakestudentsimprovetheirlearningandenhancethesenseofcompetencetopromotetheirlearninginitiative.Itseemstomoststudentsthatabeliefinpositiveoutcomesisnotnecessary,butteachersdon’tthinkso.Fromtheabovedata,wecanseethatonly31.25%ofstudentsthinkitisveryimportantthatteacherscanhelpthemrealizethepositiveresults.80%ofteachersthinkletstudentsbelieveinpositiveresultsandthentrytheirbesttosolveproblemsisveryimportant.Abeliefinpositiveoutcomescankeepapositiveattitudeandtrytosolveproblemswhenstudentsarefacedwithlearningdifficultiesorlifeproblems.Intermsofpersonality,moststudentsareeagertodeveloptheirownpersonality,butonly30%ofteachersthinkitisimportantforstudentstodeveloptheirpersonality.Duetothedifferencesofstudents,thedevelopmentofpersonalityisnotconducivetothemanagementofstudents.Teachersthinkthatthedevelopmentofstudents'personalitywillmakethemanagementofstudentsmoredifficult.Butstudentsareeagertohavetheirownpersonality.Teachersandstudents'differentviewsonpersonalitymaymakestudents'needsunsatisfied,thusreducingtheirinitiativeinlearning.2.ProblemsintheimplementationofthemediationroleofseniorhighschoolEnglishteachers.Fromtheabovedata,itcanbeseenthatteachers'emphasisonthefourpartsofsignificance,Asenseofcompetence,Goal-settingandControlofownbehaviorisconsistentwiththeimplementationrateofteachers.Buttheimplementationrateandteachers'attentionratearestillquitedifferent,theimplementationofEnglishteachers'intermediaryroleisobviouslynotenough.Theimplementationrateofteachersinotheraspectsisevenlower.Sharedintention,Purposebeyondthehereandnow,Challenge,AwarenessofchangeandSharing,Teachers'implementationrateoftheseaspectsofmediationroleisfarlowerthantheiremphasisrate.Teachersthinkitisveryimportantforlearnerstorealizetheimportanceoflearningtaskssothattheycanseeitsvalue.FromtheTable3,wecanknowthat84.37%ofthestudentsthinkthattheirEnglishteacherscanoftengiveclearinstructions.Therearestillsometeacherswhoareunabletogiveclearinstructionstostudents.Accordingtothedata,wecanseethattheimplementationratesofsharedintentionandpurposebeyondthehereandnowofseniorhighschoolEnglishteachersare34.37%and25%,respectively.Inthisway,studentscan'tunderstandtheirintentionwell,can'tusewhattheyhavelearnedwidely,andonlylimittothecurrentpurpose.Cultivatingstudents'competencecanpromotestudents'confidencewhentheyaremeetingchallenges.Bothstudentsandteachersthinkthatcompetenceisveryimportant,andmostteacherscancultivatestudents'competence.Theimprovementofstudents'competencewillpromotetheirlearninginitiative.Accordingtotheinvestigation,moststudentswanttoadjusttheirlearning,thinkingandaction,andlearntosettheirownlearninggoals.Teachersalsobelievethatstudentsshouldestablishlearningobjectivesandbeabletoplantheirownbehaviors.Mostteacherscanoftenactamediationrole,guidestudentstoestablishgoals,andhelpthemachievetheirabilitytocontroltheirownbehavior.Buttherearesometeacherswhocan'tdoitoften.Awarenessofchangeisveryimportant.Everythingischanging.Studentswhofallbehindintheirstudiesdonotalwaysfallbehind.Agoodresultdoesnotmeanthattheywillgetthesameresultsinthefuture.Awarenessofchangecanmakestudentsunderstandtheirlearningsituationandenhancetheirlearninginitiative.Fromdatawecanknowonly41.25%ofthestudentssaidtheirteacherscanoftenhelpthemunderstandtheirownchanges.Teachersshouldhelpstudentsunderstandthechangesandimprovetheirlearninginitiativeaccordingtothestudents'situation.Sharingcanmakestudentspr