A Study Of Correlation Between English Learning Strategies, Self-efficacy And Learning Anxiety Of Dai Senior High School Students

Due to the historical and natural and economic factors,the development of Dai ethnic minorities education in Xishuangbanna is lagging behind,so the learning situation of Dai is not optimistic,especially in English learning,the process of thinking transformation of Dai in learning English is complex,so Dai students has its particularity.In practice,researchers found that Dai senior high school students are generally anxious about English learning,and learning strategies and self-efficacy have a greater relationship with anxiety.In recent years,there are few studies on this aspect of Dai senior high school students in China and abroad.Therefore,this study launched an investigation to understand the English learning situation of Dai senior high school students,and explore the characteristics of their English learning strategies,selfefficacy and anxiety,discuss the relationship among them.The researcher investigated 283 Dai senior high school students and 286 Han senior high school students in Xishuangbanna,and used the “English learning strategy scale” Huang Ying(2019);“English Learning Anxiety Questionnaire” Tang Wenfang(2006);and “English learning self-efficacy questionnaire” Zhang Dian(2010),which has high reliability and validity and is suitable for senior high school students.Through the analysis of the survey data,the research results are obvious Show:(1)The study of the characteristics of Dai in English learning strategies shows that: Dai students often use compensation strategies,cognitive and metacognitive strategies,occasionally use memory strategies,social strategies,and rarely use emotional strategies.The frequency of using emotional strategies of female is significantly higher than that of male,and the frequency of using compensation strategies and social strategies of urban students is significantly higher than that of rural students.(2)A study of the characteristics of Dai senior high school students’ self-efficacy in English learning finds that: They have the highest sense of confidence in achieving the goals,a higher sense of ability to face setbacks and overcome difficulties,and a lower sense of ability to complete tasks.,the scores of all dimensions of urban students are significantly higher than that of rural students except the ability to face setbacks;The liberal arts students’ ability to achieve goals is significantly better than that of science students;The key class students’ ability to achieve goals and overcome difficulties is significantly better than that of ordinary class.(3)The research on the characteristics of Dai senior high school students’ English learning anxiety shows that: Their English learning anxiety is in the middle level,and the anxiety level from high to low are communication fear,class fear and negative evaluation fear;the anxiety level of rural Dai students is significantly higher than that of urban students,which is significant in communication fear and negative evaluation fear;The fear of key class is obvious Higher than ordinary class;(4)The research on the difference between Dai and Han in the same area show that: Dai students’ English learning strategies are significantly better than Han,especially in memory,emotion and social strategies;Dai students’ the sense of ability to overcome difficulties is significantly better than Han students;and there is no significant difference in anxiety between them.(5)The correlation analysis among English learning strategies,self-efficacy and anxiety of Dai students shows that: there is a significant positive correlation between English learning strategies and self-efficacy and a significant negative correlation between English learning strategies and learning anxiety;there is a significant negative correlation between English learning self-efficacy and learning anxiety;(6)The study on the relationship among them shows that: through regression analysis,it is found that learning strategies and self-efficacy can predict anxiety,and self-efficacy plays a complete intermediary role in learning strategies and anxiety.Among them,memory strategy,social strategy,metacognitive strategy and task completion ability have the strongest explanatory power to learning anxiety.You can increase self-efficacy of English learning by improving memory,social strategy and task completion ability to reduce anxiety.Based on the above research results,the researcher puts forward the corresponding countermeasures and suggestions for the English teaching and learning of the Dai students.By improving the English learning strategies,Dai students can improve their self-efficacy and reduce their anxiety.