On The Development Of Second-year High School Students’ English Learning Self-efficacy In Lixian NO.2Middle School

Second-year high school period is a critical learning period for high school students. In thetransitional stage, students need to strengthen their learning achievement and lay a solid foundation fortheir study and college entrance examination in the third year in high school. English now plays a moreand more important role in school education and in the college entrance examination. However, a lot ofsecond-year high school students begin to give up learning English. Therefore, it is urgent for us to helpthe second-year high school students to improve their English learning achievement.Students’ English learning achievement is closely correlated with their English learning self-efficacyand the latter has a positive effect on the former. It is of great necessity to develop students’ Englishlearning self-efficacy in order to improve their English learning achievement. English learningself-efficacy may be referred as students’beliefs in their capabilities to do with English learning.This thesis mainly aims to develop second-year high school students’ English learning self-efficacy inLixian NO.2Middle School with methods of questionnaire study and experimental study. It takes studentsin class7, senior2(the control class) and class8, senior2(the experimental class) in Lixian NO.2MiddleSchool as research participants, with questionnaire and students’ English score in the examinations asresearch instruments to explore the English learning self-efficacy situation of second-year high schoolstudents. The author first works out the development program of English learning self-efficacy in LixianNO.2Middle School. Then, the author proposes a research hypothesis that students will improve theirEnglish learning achievement with the English learning self-efficacy development program. Finally, theauthor uses correlation analysis and regression analysis to assess the effects of the English learningself-efficacy development program. After careful study, the major findings can be concluded as thefollowing:1. The English learning self-efficacy of second-year high school students is at the low level. This ismainly due to their low emotional state and English learning achievement, lack of persuasion and timelyfeedback and so on.2. The development program of students’ English learning self-efficacy is effective. Students’English learning self-efficacy can be developed with the development program of English learningself-efficacy.3. A positive correlation exists between English learning self-efficacy and English learningachievement of the second-year high school students. It is quite necessary for the students to develop their English learning self-efficacy level to attain higher English learning achievement.