Self-efficacy Level And Analysis Of Influencing Factors On Non-english Major Bilingual University Students

Bilingual education is a characteristic part of Xinjiang education. Researching the regularities and characters of bilingual education is a bounden responsibility for Xinjiang educational researchers. In this paper, the general regularities of English education are put under the research objects of bilingual students, developing the impact factors of self-efficacy in learning English learning result about bilingual students. This essay is based on the subject feelings of students to reflect the truth of college English teaching according to the students’ subjective feelings, meanwhile do the research quantitatively. The author did a research about the influencing factors and the levels of self-efficacy of 338 bilingual university students in Xinjiang normal University, Xinjiang medical University and Xinjiang University, which reveals the explanation the level of self-efficacy about bilingual university students is to the English score, and we manage to get the source of this explanation. By the interview, the writer understands intuitively and deeply the goals of learning and the difficulties for bilingual university students, which includes the basis of qualitative research. However, far mere qualitative analysis is not enough; we need to get the result of qualitative analysis by practical analysis in scientific methods. By the practical analysis, the writer has shown:Firstly self-efficacy level of bilingual university students’ English learning has peculiarity. The degree of “Achieving English learning goals” is the highest. The degree of English learning strategy is the lowest. Self-efficacy level is regional, while the differences of the students who live in villages are higher than the ones who live in cities but not obvious; as for the influence of parents’ education ability, receiving education background of parents impact factors on the self-efficacy, which is obvious partly, especially, mothers have more amounts influence on the English learning self-efficacy.Secondly five related elements explain differently the elements of self-efficacy, the factors of “self-attribution” are greatest. The factors of “learning motivation” are the weakest; these five factors are the main causes of English learning self-efficacy to producing, which affects the ability of the differences is an important basis for an English teaching; to clear English can affect the level of efficacy learning English learning goals.Judging by forming of target level, the relationship of the levels of setting goals and self-efficacy is proportional. With the transforming of students learning goals which are from “getting credits, finishing graduation” to “studying abroad”, self-efficacy’s levels are going to be improved; by analysis self-efficacy and English learning achievement are proportional. By this type of research on “antecedents” and “consequences”, researchers revealed the main level and efficacy of bilingual university students about English learning efficacy are rapid great, running through the intermediary of factors, which provide a type of basis for non-English bilingual university students English Teaching...