An Empirical Study On English Learning Self-efficacy Of Non-English Major College Students

Learning self-efficacy refers to learners' subjective judgments and conjecture about whether they can succeed in achieving certain learning achievements.English learning self-efficacy is a concrete manifestation of learning self-efficacy in English learning,and plays an important role in English learning.But this function is often neglected in everyday English learning and teaching.In view of this,this study aims to explore the status of self-efficacy of non-English major college students and their relationship with English proficiency.It is expected that the study can arouse the wide attention to the sense of English learning self-efficacy and provide enlightenment for College English teaching and learning.In order to achieve the above objectives,a self-designed questionnaire about English learning efficacy was developed and distributed to 336 non-English majors from China University of Mining and Technology,who were divided into three different levels,high,medium and low according to the grade of CET Band 4.Through descriptive analysis,independent sample t-test,one-way analysis of variance(One-Way ANOVA)and correlation analysis,the collected data were employed statistically to explore the overall level of English learning self-efficacy of non-English majors,the differences in the demographic variables of English learning self-efficacy,the correlation of English learning proficiency and English learning self-efficacy.The results show that:(1)the self-efficacy of non-English major college students is at the medium level,with a mean of 3.3069,which suggests that there is much room for improvement.On the two subscales,the perceived basic control(3.4060)is higher than the perceived basic capability(3.2195).The result indicates that students' self-perceived ability of controlling their own learning behavior is slightly higher than their perceived English ability.The mean of perceived disturbing is the lowest(3.0506)and the environmental feeling is highest(3.7798)among the specific eight dimensions,which means that students are basically satisfied with the English learning environment,but they are easily disturbed in the learning process.(2)The students' grade,major and English level have significant influence on the English learning self-efficacy,except for the learners' sex according to the results of independent sample t-test and one-way analysis of variance.(3)A significant positive correlation exists between English learning self-efficacy and English proficiency according to thecorrelation analysis.The higher the English learning self-efficacy is,the higher the English learning proficiency of non-English majors is,and the vice versa.The findings have significant implications for students' English learning and teachers' English teaching.Students should set reasonable learning objectives,strengthen recognition of their English learning capability,learn the correct attribution and increase contact with English.Teachers should set reasonable learning goals based on student' English proficiency,actively guide students to correct attribution,update their own teaching concept and teaching content so as to better adapt to student'English learning nowadays.