A Study On The Correlation Between English Reading Strategies,Self-Efficacy And Reading Achievement Of Senior High School Students

English reading is the main source for senior high school students to acquire English language and culture knowledge,and it is also an important approach to improve their core competences in English.The National English Curriculum Standard for General Senior High School(2017)proposes that senior high school students should actively use English reading strategies to improve their awareness of English reading efficiency.It can be seen that English reading strategies and self-efficacy are important factors that affect learners’ English reading efficiency.In addition,the current literature indicates that the domestic scholars have made researches on English reading strategies or self-efficacy from different perspectives,but the present domestic study on the correlation among senior high school students’ English reading strategies,self-efficacy and reading achievement is insufficient.Therefore,the researcher conducts an empirical study on senior high school students’ English reading strategies and self-efficacy,aiming to explore the relationship between English reading strategies and self-efficacy,as well as their impact on English reading achievement..With the method of literature analysis,questionnaire investigation and statistical analysis methods,taking senior high school students’ English reading strategies scale and senior high school students’ English self-efficacy scale as research tools,choosing 102 senior high school students from a middle school in Zhangzhou,Fujian Province.this research aims to explore the following three questions:1.How about the use of English reading strategies in senior high school students?2.How is the English self-efficacy level of senior high school students?3.Is there a correlation among senior high school students’ English reading strategies,self-efficacy and reading achievement? If so,what is the correlation?Based the above study,the following conclusions are drawn:1.The English self-efficacy of 1.high school students is in the middle level(m=3.196).The order from high to low is competition(m=3.157),effort(m=3.174),frustration and challenge(m=3.270).2.The application of English reading strategies in 2.high school students was basically maintained at the middle level(m=3.103),and the frequency of use from high to low was social emotional strategy(m=3.275),cognitive strategy(m=3.170),reading metacognitive strategy(m=2.972).3.There is significant correlation among senior high school students’ English reading strategies and reading academic achievement.There is significant positive correlation among English reading self-efficacy and English reading achievement(r=0.660).And there is significant positive correlation among English reading strategies and reading academic achievement(r=0.636).There is also significant positive correlation between English reading self-efficacy and English reading strategies(r=-0.654).Furthermore,English reading strategies have a direct impact on reading achievement.English reading strategies can predict 39.8% of reading achievement;reading self-efficacy can also predict.43.0%of reading achievement;When reading self-efficacy and reading strategies are combined,47.2%of reading achievement could be predicted.Finally,the author puts forward some suggestions from the perspective of teachers’ teaching and students’ learning.The purpose of this paper is to strengthen teachers’ attention to English self-efficacy and English reading strategies,to help students understand their self-efficacy,to choose and use reading strategies,and in the long run,to improve their reading level.