The Correlation Between Oral English Proficiency And Self-efficacy Of Non-english Majors

This paper explores the relationship between oral English proficiency and sense of self-efficacy;two instruments were used in this paper: questionnaire and oral English test.The questionnaire is from Li Li et al.(2006).The oral English was tested at the end of second semester of the participants' sophomore year,as the final examination of the course of English Audiovisual Speaking.And the score was given by two teachers.The research questions of this study are:1)What is the non-English major students overall level of self-efficacy?Is there any significant gender differences in self efficacy?Is there significant difference in self-efficacy among different majors?2)Is there any significant correlation between oral English proficiency and self-efficacy?3)Is there any significant difference in self-efficacy among high,medium and low performance groups?The author use SPSS 20.0 to analysis data.T-test is used to find out that whether there are any significant gender differences in self-efficacy,and ANOVA is used to find out that whether there any significant differences among different majors and self-efficacy and whether there is any significant difference in self-efficacy among high,medium and low performance groups.Pearson Correlation Analysis is used to explore out whether there is any significant correlation between oral English proficiency and self-efficacy.The result of this paper is following:(1)The overall level of sense of self-efficacy of non-English is at a medium level(mean is 3.17),with the mean of sense of self-confidence for goal is 3.26,the mean of sense of course-competence is 3.11,and the mean of sense of course dealing is 3.14.The mean difference between sense of self-efficacy and gender is not significant,but there is significant correlation between sense of self-efficacy and majors.(2)There is a significant positive correlation between oral English Proficiency and self-efficacy of non-English majors,with the coefficient of 0.498.Students with higher performance would have a higher sense of self-efficacy while students with lower performance would have a lower sense of self-efficacy,which means that the oral English proficiency can influence on self-efficacy.(3)There is significant difference in self-efficacy between different oral English proficiency groups.The implications of this paper are: since oral English proficiency can influence on self-efficacy,we need to promote students' initiative to learn oral English.Teachers need to strengthen psychological counseling after students' failure,and actively guide students to increase self-confidence and ability to deal with difficult skills like oral English.