A Research On Self-Efficacy Of Students With English Learning Difficulty In Senior High Schools Of GuangXi

The senior high school period is a critical period for teenagers to be mature in body and mentality. The New English Curriculum Standards requires that we should pay more attention to students’emotion and mental development. The theory of Self-Efficacy has become a preceding issue in the study of Educational Psychology. Students’Self-Efficacy has greatly affected their learning behavior and success. The learning Self-Efficacy of students with English learning difficulty is low, which not only affects their academic performance in English, and aggravates their weariness towards English lessons, but also affects their learning emotions and feelings. Therefore, it is of great significance to study the Self-Efficacy of students with English learning difficulty.The present study intends to explore the following questions:(1) What is the current situation of Self-Efficacy of students with English learning difficulty in high school of GuangXi? (2) What are the main factors determining Self-Efficacy of students with English learning difficulty in high school? (3) How to improve Self-Efficacy of students with English learning difficulty in high school? The subjects include 238 students with learning difficulty from YuLin Senior High School of GuangXi and the results indicate that the English Self-Efficacy of high school students with English learning difficulty is low. There are several main factors causing English learning difficulty, including the success or failure of behavior and vicarious experience, physical and emotional state, evaluation, the lack of English self-learning abilities and confidence in English learning; the passive English learning attitudes as well as parents’and teachers’influence. In order to cultivate and improve the level of Self-Efficacy of students with English learning difficulty in high school, the author proposed some strategies from the Chinese cultural background and the reality of English teaching in high school:take the right attitude towards students’ errors and give positive feedback, guide students to deal with failure rationally, analyze the causes of failure reasonably, encourage those students to be confident of their own ability and increase opportunities for teachers and students to communicate.This thesis consists of five chapters. Chapter one is an introduction, which presents the research background, purpose, and significance of the thesis. Chapter two focuses on the literature review, which is mainly about the definitions and related researches of English learning Self-Efficacy and learning difficulties. Chapter three shows the methodology to collect relevant data. Chapter four shows the results and the analysis of the data collected, discusses the implications of the research. Chapter five is a summary, including the conclusion, the limitations and suggestions for future studies.