An Experimental Study Of Self-Efficacy Cultivation Of Junior Middle School Students’ English Learning

The English Curriculum Standard for Compulsory Education issued in2011stresses that students’self-efficiency is one of important non-intelligent factors to influence their scores. It can instruct students to cultivate interest in English learning and improve their academic records. However, in the practice of teaching and learning, many teachers find out that many students are a lack of their self-efficacy cultivation, don’t understand the relationship between their self-efficacy and their academic records and don’t know how to cultivate their self-efficacy. Therefore, enhancing students’ self-efficacy and teaching students the strategies and methods to enhance their self-efficacy in order to improve students’ academic records are very important issues which need to be promptly resolved.Bandura (1977) firstly put forward the concept of self-efficacy. From then on, studies of self-efficacy became popular and were conducted thoroughly. The researches commonly found that students’ self-efficacy of learning has an important impact on their learning behavior and school attainments. In the field of education, studies shows that the students with high self-efficacy will have a rather strong monitoring ability for their own learning and a positive influence to complete their learning objectives. Therefore, this thesis embarking from the teaching practice, focusing on English teaching in Junior middle school, firstly finds out and analyzes the problems of junior students’ self-efficacy cultivation by doing a questionnaire. Then, some feasible strategies of self-efficacy cultivation are put forward. The purpose of the study is to test whether these strategies are feasible and effective for Junior middle school English teaching. Based on the author’s purpose, two research questions are proposed.(1) How should English teachers cultivate the self-efficacy of junior middle schoolstudents?(2) Is the self-efficacy strategies effective to students’ English learning? Is students’ self-efficacy related to their scores?This thesis makes its study combining qualitative and quantitative research.120students from No.7middle school of Dalian Development Zone are chosen as the subjects. These120students are from two classes in Grade Two. The number of each class is60. These two classes are at the same level. They.are named Experimental Group and Control Group respectively. Before the experiment, they are asked to finish a questionnaire. The author concludes some strategies of self-efficacy cultivation according to the results of the questionnaire. The Experimental Group is received the penetration cultivation of self-efficacy based on the" strategies found out from the results of questionnaire. The Control Group is taught by the traditional teaching methods. Meanwhile, in the post-test, these strategies are tested whether they are viable for junior middle school English teaching.The results show that, students’self-efficacy in Experimental Group is cultivated. After receiving self-efficacy, scores of Experimental Group has improved a lot. Therefore, the hypotheses are confirmed and the strategies of self-efficacy cultivation are feasible.Through this experimental study of self-efficacy cultivation of Junior middle school students’English learning, in future English teaching, English teachers must transform their teaching thought, update the teaching concept, enrich the instructional mode and teaching steps continuously to raise students’learning interest, and guide students’to enhance the self-efficiency to improve their learning ability. To combine the improvement of students’ learning efficiency with that of teachers’teaching efficiency will optimize the education.