An Empirical Study On The Correlation Between Senior High School Students' Self-efficacy In English Learning And English Classroom Interaction

English as a foreign language has been so important for students in China to learn and use not only for its own nature but also for its practical value.In the whole period of English learning,we realized that the period in high school should be very important to lay a solid foundation.However,the current state of English learning indicates that just knowing how to pass the examination but having low communicative competence is still the biggest problem for Chinese high school students.Thus,how to improve students' oral English competence is still such an important matter that English teachers need to solve.According to previous studies,it is obvious that classroom interaction is the most effective way to improve students' oral English,and till now,language learners' self-efficacy has been reported as one of the most influential factors affecting foreign language learning.Therefore,making a study on the correlation between these two variables is of great significance for classroom English teaching.In view of the significant roles of classroom interaction and students' self-efficacy in English learning,the study tries to solve the following three questions:(1)What is the level of senior high school students' self-efficacy in English learning?(2)What is the current state of English classroom interaction in senior high school?(3)What is the relationship between senior high school students' self-efficacy and English classroom interaction? In order to make the research results more scientific,this study used a combination of qualitative and quantitative research methods.The students who involved in this research are all high school students in Grade One from a key senior high school in Anhui Province.The instrument used in this study is a new questionnaire which includes two parts: the High School Students' English learning Self-efficacy Questionnaire and the High School English Classroom Interaction Questionnaire.The collected data were analyzed by SPSS11.5.Also,the class observation was conducted to get a better understanding of every student's general performance.The results of the data analysis show that:(1)the level of high school students' self-efficacy is relative high and there is no gender and role difference of their self-efficacy;(2)The current state of English classroom interaction is not really satisfying because most students learn English passively and don't want to participate in classroom interaction;(3)The correlation exists between high school students' self-efficacy and English classroom interaction.The students with higher level of efficacy participated in English classroom interaction more actively.The study is expected to have a great effect on both SLA and English teaching.First of all,scholars of second language acquisition need to know the great importance of self-efficacy and classroom interaction,for they can help students learn English more efficiently;Secondly,English teachers also need to make efforts to improve students' efficacy and the effect of classroom interaction,for they will make students have more interest in English learning;Last,students also need to try their best to improve their self-efficacy because in this way they will find that it is not difficult to learn English anymore and they will participate in English class more efficiently.However,there are still some limitations that need to be solved in further research,and in order to make the study more scientific,the author hopes that more and more researchers can make efforts on this topic.