A Study On The Correlation Among The Self-Efficacy,Reading Strategy And English Achievements In Senior High School

English reading is an important way for senior high school students to learn English.And it is also a necessary method to improve their English ability. Most teaching researches and teaching materials focus on the reading achievements of students. Teachers and students pay a lot of efforts, but fail to get the better returns. The surveys find that the English reading ability of senior high school students is still weak, and the English reading performance in college entrance examination is not desirable. With the establishment of learner-centered teaching ideas, the learners' self-efficacy and the learning strategies use are considered to be two main factors that play an important role in the process of foreign language learning.Studies have shown that learners' self-efficacy influences the choice of learning strategies. At present, the researchers have carried out related researches on the use of self-efficacy and reading strategies. However, there are few studies on the correlation among self-efficacy,English reading strategies and reading achievements, especially for senior high school students.The participants of this research are the 151 senior students of Grade 2 from Zhangbei NO.1 senior high school. The purpose of the study is to know more about the level of senior high school students' self-efficacy, the situation of English reading strategy use and reading achievements, especially to explore the relationship among the three variables(senior high school students' self-efficacy, the use of English reading strategies and English reading achievements) by the means of controlling experiment variables in experimental classes. The author hopes that the study may provide some inspirations and suggestions to the teaching of English reading, self-efficacy and reading strategies in senior high schools.The results are as follows:(1)the level of the students' reading self-efficacy and the frequency of English reading strategy use in Zhangbei No.1 senior high school are both medium in general while there is a big difference among the students.(2)The reading strategies use and reading achievements are significantly correlated, that is, the higherfrequency of the reading strategy use, the higher achievements of their reading.(3)The self-efficacy has an implicit effect on the achievements. That is, the higher level of self-efficacy, the better reading achievement, however, the correlation isn't significant.(4)Self-efficacy can influence the strategies use that the students have learned, and it still shows that almost the higher level of reading self-efficacy, the higher frequency of their reading strategy use.(5)There are significant correlations among students' reading self-efficacy, their reading strategies use and reading achievements. In other words,self-efficacy can influence students' motivation of strategy use, and it even can influence the choices of different reading strategies. What's more, it has an indirect effect on the reading achievements. However, the use of reading strategies makes for the improvements of reading achievements and reading self-efficacy. Therefore, in order to improve the reading ability of students, it's necessary for teachers to train students with both reading strategy and self-efficacy exercise during teaching.The results of this research are helpful for English researchers to understand the current situation of senior high school students' English reading achievements, reading strategies use and the self-efficacy. However, because of the small number of samples, insufficient experiment time and some objective factors, the study also has some shortcomings, which hope to be made up for in the future.