A Study On The Relationship Among English Academic Self-efficacy,Self-regulated Learning And English Learning Achievements Of Non-english Major College Students

Since the concept of self-regulated learning was introduced into the field of language teaching and learning,it has become one of the hot topics for researchers at home and abroad.Students' self-regulated learning ability is proved to be closely related with their language learning.Academic self-efficacy,as one of the important individual differences,also plays a vital part in students' learning.Therefore,this study aims to explore the relationship between the non-English major college students' English academic self-efficacy and their self-regulated learning ability,as well as the relationship between these two variables and the students'English learning achievements,with the hope of providing useful enlightenment for college English teaching.This study intends to answer the following five research questions:(1)What is the current situation of English academic self-efficacy held by the non-English major college students?Is there any gender difference in their English academic self-efficacy level?(2)What is the current situation of English self-regulated learning ability of non-English major college students?Is there any gender difference in their English self-regulated learning ability?(3)Is there any relationship between non-English majors' English academic self-efficacy and English learning achievement?If yes,how are they related to each other?(4)Is there any relationship between non-English majors' self-regulated learning and learning achievement?If yes,how are they related to each other?(5)Is there any relationship between non-English majors' English academic self-efficacy and their self-regulated learning?If yes,how are they related to each other?The subjects of the present study are the sophomores majoring respectively in chemistry,history and biological technology in Hubei University.Firstly,the English Academic Self-efficacy Questionnaire and Non-English Major College Students' Self-regulated Learning Ability Questionnaire are employed to get a general idea of the present situation of the students' English self-efficacy and self-regulated learning;Then,according to the dimensions of each variable and the preliminary analysis of the questionnaires,the interview outline is made in order to obtain a deeper understanding and better explanation of the variables;Finally,based on the results from the questionnaires and interviews,analyses and discussions are conducted and conclusions are drawn.The major findings of this research are:(1)Non-English major college students generally have a low but close to medium level of academic self-efficacy in English.There exists no gender difference in the students'English academic self-efficacy;(2)The self-regulated learning ability of non-English major college students is also at a low level.There is no difference in students' English self-regulated learning ability between male and female students;(3)Non-English major college students' English academic self-efficacy and their English learning achievements are significantly correlated with each other.Besides,there exists significant difference in the students' English academic self-efficacy between high achievers and low achievers;(4)There is no significant correlation between non-English major college students'self-regulated learning ability and their English learning achievements;(5)Non-English major college students' English academic self-efficacy and their English self-regulated learning ability are not significantly correlated.Although there are lots of limitations in this study,it has made tentative explorations into the relationships among non-English major college students' English academic self-efficacy,their English self-regulated learning ability and English learning achievements.The research findings from this study could provide some pedagogical implications to the teaching and practice of Chinese college English teaching.