A Study Of The Relationship Between Senior High School English Teacher Mediation And Learners' Self-efficacy

The new curriculum reform of elementary education requires high school teachers to implement and fulfill the student-centered teaching philosophy,and to respect students' personal emotion,individuality and needs of development.It is believed that self-efficacy occupies an important role in influencing student's learning attitude as well as its learning process and academic achievement.Therefore,it is necessary to explore teacher's role in promoting students' self-efficacy in English learning.Having reviewed the previous research,I found that most of the studies focused on learner itself to investigate the general degree of self-efficacy.Few of them realized the teachers' functions in improving students' self-efficacy.Hence,this study tries to from the perspective of teacher mediation to probe its influence on students' self-efficacy,which including three issues:(1)the general degree of English teachers' actual usage of mediation in teaching;(2)the general degree of senior high school students' self-efficacy in English learning,and the relationship between students' self-efficacy and their academic scores;(3)the relationship between English teacher mediation and students' self-efficacy.The participants of the study are 213 senior high school students and 36 English teachers in Nanchang Experimental middle school.The instruments of the study comprise of English teacher mediation scale,students' self-efficacy scale,students' final examination scores and interviews.All the collected data from the questionnaires are processed and analyzed by SPSS17.0,including descriptive analysis and Person correlation analysis.In addition,the interviews are transcribed into texts and analyzed thoroughly.The findings and results of the study are as follows:1.Senior high school English teachers have an overall high degree of teacher mediation in teaching,namely,they quite frequently applied mediation tools in language teaching.2.Senior high school students on the whole have a medium but slightly low degree of self-efficacy in English learning.Moreover,students' self-efficacy has a significant relationship with their academic scores.That is to say,the stronger sense ofself-efficacy the student possesses,the higher academic scores he/she may have.3.There exists significantly positive correlation between teacher mediation and students' self-efficacy(p=.000<0.01).Therefore,English teachers who are more frequently utilizing mediation tools in teaching make their students possess a stronger sense of self-efficacy in learning.Further speaking,English teachers who apply mediation tools more are expected to improve students' English academic proficiency more.Finally,based on the results the author achieved,some pedagogical implications center on exerting teacher mediation to promote students' self-efficacy are pointed out.English teachers should present interactive contents and tasks as well as create interactive settings for students.Besides,the limitations and suggestions for future research are explained.