A Study Of The Correlation Between Internet Learning Self-efficacy And Language Learning Strategies Of Non-English Major Postgraduates

At present,Internet learning has increasingly become an important form of education organization,providing rich and convenient learning resources for the majority of students.However,when learning online,learners often become “learning anxiety” or “learning difficulties” because they do not adapt to the Internet learning environment and learning style.Related studies have shown that Internet learning self-efficacy and learning strategies are important factors affecting these issues.In recent years,with the popularization of higher education,more and more scholars have attached great importance to the quality of graduate education.At the same time,the in-depth development of informatization and internationalization has put forward corresponding requirements for the language quality and autonomous learning ability of postgraduates.Therefore,it is more urgent and necessary to strengthen the research on postgraduates' Internet learning self-efficacy and language learning strategies in the Internet environment.At present,many researchers have found a correlation between language learning strategies and self-efficacy in traditional offline learning environments.In China,through literature search,the author found that their relationship has been tested accordingly in high school and college students.However,there are few related researches on postgraduates in the Internet environment.Therefore,in this paper,author mainly explores the overall situation of Internet learning self-efficacy and language learning strategies and the correlation between them.In this study,non-English major postgraduates are taken as the research subjects and the data are obtained by questionnaire survey,which are Non-English-Major Postgraduates' Internet Learning Self-efficacy Questionnaire and Non-English-Major Postgraduates' language learning strategies Questionnaire.This paper studies the correlation between the Internet learning self-efficacy and language learning strategies by questionnaire survey and in-depth interview.In this study,186 non-English major postgraduates from five universities in Tianjin are selected as the research participants.The purpose of this study is to investigate and explore the following three questions:(1)What is the general situation of the non-English-major postgraduates' Internet learning self-efficacy? Are there any differences in gender,grade,urban-rural and CET-6 scores?(2)What is the general situation of the non-English-major postgraduates' language learning strategies? Are there any differences in gender,grade,urban-rural and CET-6scores?(3)What is the correlation between the Internet learning self-efficacy and language learning strategies of the non-English-major postgraduates?The main findings of this study are as follows:(1)non-English major postgraduates' Internet learning self-efficacy is at a medium level.In terms of grade,the order of the Internet learning self-efficacy(total amount)is: second grade> first grade> third grade,but it is not a significant difference.The level of Internet learning self-efficacy of the postgraduates whose CET-6 score is greater than 425 are significantly higher than those whose score is less than 425.In addition,gender and urban-rural differences will not cause significant differences in Internet learning self-efficacy and its dimensions.(2)The overall frequency of language learning strategies used by non-English major postgraduates is at a medium level.The order of the frequency of language learning strategies used in each grade is second grade,first grade and third grade.The frequency of using various language learning strategies for postgraduates with CET-6 score greater than 425 is significantly higher than those whose score is less than 425.Urban-rural and gender have no significant influence on the usage frequency of language learning strategies.(3)There is a significant positive correlation between Internet learning self-efficacy and language learning strategies,which affect each other.Based on the above research,some pedagogical implications are provided for non-English major postgraduates and English educators.Finally,the limitations and recommendations of this paper are illustrated.