A Study On The Correlation Between English Self-efficacy And Metacognitive Strategy Of Non-english Major Undergraduates

English self-efficacy is an important psychological factor that greatly influences non-English major undergraduates to study English. However, it is not common to develop their English self-efficacy from the perspective of the learning strategies. As is known to all, the key part of the learning strategies is metacognitive strategy. This paper explores the correlation between English self-efficacy and metacognitive strategy in order to make non-English major undergraduates become more proactive in English learning and improve their English learning ability.Based on the literature review, this paper exploresthe overall picture of English self-efficacy and metacognitive strategy. Besides, it also explores the correlation between English self-efficacy and metacognitive strategy of non-English major undergraduates by a questionnaire survey and in-depth interview. Three hundred non-English major undergraduates accept the questionnaire survey who are from X,Y,Z universities in Xi’an,Shaanxi Province. The author gives out the English self-efficacy and metacognitive strategy questionnaire to them. After collecting the data, the author analyses it by using statistical software SPSS20.0. The result of this paper indicates that: First, English self-efficacy of non-English major undergraduates is generally in the middle level. Besides, three factors included are also in the middle level, so it is necessary to improve their English self-efficacy. Second, metacognitive strategy of non-English major undergraduates is generally in the middle level. In addition, three factors included are still in the middle level. Therefore, it needs to strengthen their awareness of metacognitive strategy and provide guidance. Third, there is a positive correlation between English self-efficacy and metacognitive strategy. Besides, the correlation of them and factors included is strong.According to analysis of the result, the author attempts to put forward some advice to improve students’ English self-efficacy and enhance their awareness of metacognitive strategy. The main suggestions are: leading non-English major undergraduates set reasonable goals; helping them attribute in a positive way; attaching importance to their awareness of metacognitive strategy and providing guidance about metacognitive strategy.