The Relationship Among English Self-efficacy, Perceived Teacher Expectancy And English Achievement Of Students At Vocational College

This study investigated the reciprocal effects between perceived teacher expectancy and English self-efficacy, across vocational college students and the effect of both perceived teacher expectancy and English self-efficacy on English academic achievement. Participants were120sophomores, majored in Business Management, Applied Computing, and Accounting, from higher vocational education department of Hubei University, Zhixing College. Research instruments consisted of questionnaires and an interview. The questionnaires included Questionnaire for Self-efficacy Beliefs in English for College Students, Perceived Teachers’Differentiated Behavior Scale. Of the120questionnaires,111were valid. All the subjects took part in the CET3of December25,2012. The author used the results to analyze subjects’English achievement. To analyze the data, SPSS19.0for windows was used. An interview was carried on following distribution of questionnaires to consolidate conclusions drawn from the data. Implications for students’self-efficacy development and application of teacher expectancy effect are discussed.Results were as follow:(1) English self-efficacy was in significant and positive correlation with English achievement. The more confident students felt about themselves in learning English, the higher score could they achieve. The higher score they achieved, the more confident they felt about themselves.(2) Perceived teacher expectancy is in significant and positive correlation with English achievement. The more teacher expectancy students perceived form the teacher, the higher score he might achieve in English test.(3) Perceived teacher expectancy is in significant and positive correlation with English achievement. Teachers’higher expectancy to students could enhance their confidence in learning English. More confident students might perceive higher level of teacher expectancy while less confident students might perceive less level of teacher expectancy.(4) English self-efficacy independently predicts English achievement.(5) Perceived teacher expectancy independently predicts English achievement. (6) English self-efficacy showed a complete mediation effect on the relationship between perceived teacher expectancy and English achievement.