An Empirical Study On The Relation Among Learning Self-efficacy,English Learning Strategies And English Achievements Of College Students

Self-efficacy and learning strategies are two prevailing topics in pedagogy and psychology.On the bases of previous studies,this thesis describes a picture of language self-efficacy and language learning strategies of the non-English major freshmen in an independent college,thereafter analyzing the relationship among English self-efficacy,learning strategies and English learning achievements.Meanwhile,this research tries to train participantslearning self-efficacy,hoping to find whether self-efficacy training could affect students' English learning self-efficacy,learning strategies and English proficiency.Accordingly,the following questions are answered in the present study.Firstly,what's the overall state of English learning self-efficacy and language learning strategy use among freshmen in the independent college?Secondly,what are the relationships among learning self-efficacy,learning strategies and English achievements?Thirdly,does the learning self-efficacy training have effect on the level of self-efficacy,language learning strategies and English achievements?If so,what are they?To answer the questions,the subjects are 104 freshmen from an independent college in Wuhan with 102 valid samples.By using two questionnaires(Language Learning Strategies Questionnaire and The Second Language Self-efficacy Questionnaire)and CET-3 as research instruments for data collection,and employing SPSS.13.0.for data analysis,this paper draws the following conclusions:Firstly,the overall level of the college freshmen's English self-efficacy is moderate and they use English Learning strategies at medium frequency.Secondly,the general English self-efficacy and the overall English learning strategy use are all positively related with English achievements,and they both serve as predictive variables for learning.Besides,there is significant positive correlation between general perceived self-efficacy and overall English learning strategy use,and English learning self-efficacy serves as a significant predictor to learning strategies.However,the mediate effect of language learning strategies between learning self-efficacy and English achievements is not significant.Thirdly,after self-efficacy training for one semester,the general self-efficacy level and the overall English proficiency of experimental class are not significantly improved while the frequency of experimental class's general learning strategies use has increased prominently.The above findings of the research inspire us that English teachers should undertake efforts to help students raise language self-efficacy in teaching.Special attention should be paid to students who have lower level of self-efficacy,such as the less successful learners of independent colleges in this study.