Research On The Correlation Between English Self-efficacy And Autonomous Learning Of Senior High School Students

With the establishment of people-oriented teaching concept,autonomous learning becomes the focus of research in the field of Education.Many linguists and scholars have also done a great deal of surveys and discussions in the field of English learning.Autonomous learning is recognized as one of the most important goals for students by The English Curriculum Standard for Senior Middle School(2017).As we could see,researches of autonomous learning both at home and abroad focus on definition,theoretical basis,ways of training,and necessity and feasibility analysis.However,there are still few researches on autonomous learning from the angle of affective factors,especially self-efficacy.And most of these researches choose vocational school students and college students as subjects.Therefore,this research focus on senior high school students with the aims to find out the current situation of their English self-efficacy and autonomous learning,the influence of gender,grades,English learning time to them and finally get a deep analysis of the correlation between them.This research is done among students of Zhumadian Senior High School.The study adopts the method of quantitative analysis and the qualitative analysis.The research tools are two questionnaires of English self-efficacy and autonomous learning.The Statistical Package for the Social Sciences 17.0(SPSS17.0)is employed to manage,display and analyze data.In this research,independent samples T-Test,Pearson correlation and one-way ANOVA are applied.Through data analysis and discussion,this study draws the following conclusions: according to descriptive statistics,the senior high school students’ English learning self-efficacy and autonomous learning are above the medium level.The average score of senior high school students’ English self-efficacy in each dimension is from low to high:confidence in the goal,the sense of the competence and the perception of behavioral processing.The average score of each dimension of autonomous learning is from low to high: motivation for learning,goal setting,monitoring and evaluation of learning process,use of learning strategies.The results of T-Test and ANOVA analysis showed that there were differences between students’ self-efficacy and autonomy learning in their gender,grades and English learning time.Through the Pearson correlationcoefficient,there is a significant positive correlation between English learning self-efficacy and autonomous learning in senior high school students.According to regression analysis,we can see that the self-efficacy of English learning and autonomous learning are mutually promoted.The purpose of this study is to investigate and analyze the relationship between English learning self-efficacy and autonomous learning ability of high school students.According this research,teachers can make clear the importance of students’ autonomous learning and consciously try to improve their English teaching methods.Students will become more successful in English learning.Their ability to use English will also be improved.