Cultivation And Application Of Perceived Self-Efficacy In College Spoken English Class

This thesis aims to present some efficient solutions to the problems existing in spoken English learning through the research of perceived self-efficacy which is considered as the core of initiative system.To make a reliable exploration, the thesis adopts action research including questionnaire and interview as the technical way to demonstrate five aspects concerning the perceived self-efficacy: 1) the level of perceived self-efficacy; 2) learners'performance in the class; 3) information sources of perceived self-efficacy; 4) perceived self-efficacy in self-regulated learning of spoken English; 5) teachers'role in cultivation and implementation of perceived self-efficacy.By surveying these aspects, this thesis aims to make clear three questions: 1) What the PSE level of students in spoken English class is; 2) What the role of teacher in the development of PSE is; 3) What the way of cultivation and application for development of PSE are.According to the analysis of the data, there are five conclusions: 1) learners' perceived self-efficacy on spoken English learning is faint, especially on the perceived control; 2) learners'performance is relatively negative in class; 3) learners received less successful experiences though there are many chances provided in class; 4) low perceived self-efficacy influences the self-regulated learning, especially on the goal setting and development of cognitive and meta-cognitive strategies; 5) teachers' performance on the cultivation and implementation of perceived self-efficacy is positive, but such performance is more like a one-way interaction from teacher to student without cooperation from students.Solutions to the problems can be divided into four aspects: 1) learners need more successful mastery experiences and efficient persuasion. 2) the difficulty of oral task should be assured; learners should try to jump out of the limitation which comes from the resources and oral tasks provided by teachers; learners'capability of controlling the process of learning should be improved. 3) learners should try to set goals for the learning, both short term and long term; have a plan; construct the consciousness of self-monitoring and self-evaluation; try to choose challenging tasks and solve the difficulties independently. 4) teachers should be good at observing and comparing learners'performance to set proper examples with similar situation; provide persuasion with focus.