A Correlation Study On English Learning Anxiety And Self-efficacy Of High School Students

Language anxiety is an important emotional factor in foreign language learning,which has gradually become a hot issue of foreign language teaching and research.Numerous studies have shown that in most cases anxiety will have negative effects onlearners. Improving the level of foreign language teaching should not only be limitedto the cognitive aspect, but also we should realize the essence of foreign languagelearning process from the aspects of emotion and explore the scientific ways forforeign language teaching. This study attempts to explore strategies to reduce highschool students’ English learning anxiety from the perspective of self-efficacy.This article has six parts. The first part is the preface, and it puts forward thebackground and importance of this research. The second part is the literature review,which mainly introduces the current English learning anxiety and related researchesconcerning status of self-efficacy both at home and abroad. Part three and part fourrefer to empirical studies. It includes the following three steps: First step isquestionnaire, which is divided into three aspects: first, the relationship betweenEnglish learning anxiety and self-efficacy for different grades; second, therelationship between English learning anxiety and self-efficacy for different-leveledclasses; third, the relationship between English learning anxiety and self-efficacy fordifferent sexes. The second step is to learn more about high school students’ Englishlearning anxiety and degrees of self-efficacy in the form of interview. The third step isto do the intervention experiment on English learning anxiety and degrees ofself-efficacy. The fifth part discusses the suggestions for the improvement of students’English learning self-efficacy. The last part is conclusions.Research results show: first, the learners’ anxiety intensity differences are relatedto the class levels; second, gender differences account for different anxiety andlearning self-efficacy levels; third, the high school language anxiety is relativelyserious, the higher the students’ anxiety, and the lower their self-efficacy, which showsa negative correlation between the two; fourth, improving learners’ self-efficacy willhelp ease the English learning anxiety. The study further analyzes the current high school students’ English learninganxiety and puts forward some proposals to reduce high school students’ Englishlearning anxiety from the factors influencing their self-efficacy.