An Investigation Into The Correlation Between English Teachers' Teaching Style And Students' English Academic Self-efficacy In Senior High School

Teaching styles are teachers' permanent performance they have in their attitudes and approaches they display in the teaching-learning interactions with students(Grasha,2003),and students' English academic self-efficacy is one of the most important factors in language learning which plays an essential role in English learning.Teaching style as a vital factors in English learning,has a significant influence on students' English academic self?efficacy.Therefore,based on relative theories and researches,the present study takes senior high school students and English teachers from the middle school attached to Wu Han University as subjects and tries to figure out the current situation of English teachers' teaching styles in senior high school and the current situation of students' English academic self-efficacy and to analyze the correlation between the two,in hope of putting forward some feasible suggestions to take advantage of English teachers' teaching styles so as to promote students' English academic self-efficacy in senior high school.There are 220 students from the middle school attached to Wu Han University participating in the questionnaire survey.This study tries to address three research questions:1.What is the current situation of English teachers' teaching styles in senior high school?2.What is the current situation of students' English academic self-efficacy in senior high school?3.What is the correlation between teachers*teaching styles and students' English academic self-efficacy in senior high school?Findings of the study can be summarized as follows:1.English teachers' most preferable teaching style in senior high school is precise-logical teaching style,the second preferable one is caring-sharable teaching style,humorous-active teaching style is less preferred than the foregoing two,the least preferable one is creative-exploring teaching style.2.The overall students' English academic self-efficacy in senior high school are at a moderate level.However,students are overconfidence about their English proficiency but lack motivation to work hard in English learning.3.The correlation between English teachers' teaching styles and Students,English academic self-efficacy is significantly positive(r=.456),which means English teachers' teaching styles has a great impact on students' English academic self-efficacy.According to the research findings,some suggestions are put forward for English teachers and students.Firstly,English teachers are expected to have a good understanding of their own teaching styles so as to make successful English teaching.Secondly,it is expected that English teachers can cultivate students' positive attribution to success in English learning to improve students' English academic self-efficacy.Thirdly,it is suggested that teachers can build up students' English academic self-efficacy by establishing multiple self-evaluation system.Last but not least,English teachers should reflect on their own teaching styles and adopt multiple teaching methods and strategies from other teaching styles.