Descriptive Analysis of the Relationship between University Teachers’ Understanding of English Education Policy and College Students’ Learning English

Abstract

This study adopts a descriptive correlation research design and applies various statistical techniques, such as frequency analysis, ranking, percentage calculation, weighted average determination, independent sample tests, the Pearson correlation coefficient and simple linear regression, to investigate how teachers’ understanding of English education policies affects their English learning ability. The survey results show that teachers’ mastery of English education policies, including their understanding of policy content, policy formulation purposes, policy language and policy development trends, can increase students’ learning motivation. In addition, students’ personal motivation, starting point of teacher education, career foothold, society and parents’ expectations also have an impact on students’ learning. However, teachers’ understanding of English education policies has a low correlation with demographic characteristics such as age, gender and length of service. Therefore, teachers’ understanding of policies is not related to their age. Teachers should pay attention to and understand policies to better promote students’ English language acquisition.