The Relationship Study Of Language Learning Strategy,Self-efficacy And Academic Achievement Among English Majors

The present study takes104third-year English majors in Hubei University as the subjects. The subjects’ academic achievements are based on their scores in TEM4. Strategy Inventory for Language Learning (SILL), Questionnaire for Perceived Self-efficacy in English Learning are adopted as the instruments to explore the status quo of language learning strategy and perceived self-efficacy among English majors. The researcher has also discussed the relationship among language learning strategy, academic self-efficacy and academic achievement, and come up with a model. The main research findings are as follows:(1) On the part of language learning strategy, English majors use language learning strategy on a relatively frequent level. The most frequently used strategy is compensation strategy and the least frequently used strategy is memory strategy. Between in descending order are social strategy, cognitive strategy, meta-cognitive strategy and affective strategy. For high strategy users, they prefer meta-cognitive strategy very much, while for low strategy users, they tend to employ cognitive strategy more often.(2) On the part of self-efficacy in English learning, English majors have a relatively high academic self-efficacy. They generally believe they have the ability to cope with difficulties encountered and confident in achieving the goals in English learning, while they cannot gain much sense of competence in finishing English tasks.(3) As to the relationship between language learning strategy and academic achievement, the two have a positive and indirect relationship. Among the six types of language learning strategy, meta-cognitive strategy has the strongest relationship with academic achievement and can directly predict academic achievement. The biggest difference between successful learners and unsuccessful learners in language learning strategy lies in memory strategy. The former use memory strategy much more often than the latter.(4) As to the relationship between academic self-efficacy in English learning and academic achievement, the two are positively and directly related to each other. And academic self-efficacy can predict learners’academic achievement to some extent, with learners’sense of competence in finishing tasks in English learning having the strongest relationship. And there exist significant differences between successful learners and unsuccessful learners in academic self-efficacy. The former have high academic self-efficacy, while the latter have relatively low academic self-efficacy.(5) As to the relationship between language learning strategy and academic self-efficacy, the two are also positively and directly related to each other. High strategy users have much higher academic self-efficacy than low strategy users. Among all the six types of learning strategy, meta-cognitive strategy has the strongest relation with academic self-efficacy and cognitive strategy has the second. In terms of the three dimensions of academic self-efficacy, evaluation of ability to cope with difficulties in English learning has the strongest relationship with language learning strategy.(6) As to the relationship among language learning strategy, academic self-efficacy and academic achievement, academic self-efficacy serves as the mediator between language learning strategy and academic achievement. Language learning strategy influences academic achievement through academic self-efficacy.