A Study on the Improvement Strategies for Vocational English Learning Based on the Psychological Characteristics of Underachievers
Abstract
The issue of underachieving students in vocational university English classes has long been a significant challenge for educators. These students often face various psychological barriers, such as inferiority complex, apathy towards learning, rebelliousness, and laziness, which hinder their academic progress and overall learning experience. This literature review synthesizes current research on the psychological characteristics of underachieving students and explores effective strategies for improving their learning outcomes in vocational university English classes. The review highlights the importance of building positive teacher-student relationships, enhancing learning interest through engaging activities, implementing tiered teaching to address diverse needs, boosting students’ self-confidence, developing effective learning methods, strengthening home-school collaboration, and providing psychological counseling. By understanding and addressing these psychological characteristics, educators can create a more supportive and effective learning environment, ultimately enhancing the academic success and well-being of underachieving students. Future research should continue to explore innovative methods and interventions tailored to the unique needs of these students.
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