A Study On The Correlation Among Foreign Language Anxiety, Learning Self-efficacy And Learning Achievement Of Senior High School Students

The National English Curriculum Standard for General Senior High School(2017)points that emotional strategy is one of the commonly used learning strategies for students in the process of learning English.The cultivation of emotional strategies can help students to regulate their learning emotion,maintain the positive learning attitude and reduce the anxiety,so as to effectively build their confidence in learning English.Therefore,foreign language anxiety and learning efficacy are key factors influencing learners' efficiency.However,the present domestic study on correlation among senior high school students' foreign language anxiety,learning efficacy and their academic performance is insufficient,and little attention is paid to the individual differences of learners,so the research perspective still needs to be broadened.Consequently,this study conducted an empirical study on foreign language anxiety,learning efficacy and academic performance of high school students,aiming to explore the correlation between foreign language anxiety and learning efficacy,as well as their influence on academic performance.With the methods of literature,questionnaire survey and statistical analysis,adopting the foreign language anxiety scale and learning efficacy scale,choosing 230 students from a high school in Yulin city,Shaanxi province as research subjects,the study aims to investigate the following questions:1.What is the level of senior high school students' foreign language anxiety?2.What is the level of senior high school students' learning efficacy?3.Is there a correlation among senior high school students' foreign language anxiety,learning efficiency and academic performance? If so,what is the correlation among them?Through the data analysis,the results indicate that:1.The overall foreign language anxiety of senior high school students is at a medium level(m=2.8911),of which the test anxiety dimension is strongest(m=3.0015)and the foreign language classroom anxiety dimension is weakest(m=2.6429).In addition,the average scores of female students'foreign language anxiety and its sub-dimensions of test anxiety,negative evaluation anxiety,communication anxiety and foreign language classroom anxiety are all higher than that of male students.2.The overall learning efficacy of senior high school students is at a medium level(m=2.7603),of which the average score of the learning ability is highest(m=2.8459)and the average score of the learning behavior is lowest(m=2.6746).In addition,the average scores of female students' learning efficacy and its sub-dimensions of learning ability and learning behavior are all higher than that of male students.3.There is significant correlation among senior high school students' foreign language anxiety,learning efficiency and academic performance.And there is significant negative correlation between foreign language anxiety and academic performance(r=-.301**).There is also significant positive correlation between learning efficacy and academic performance(r=.383**).Besides,there is significant negative correlation between foreign language anxiety and learning efficacy(r=-.445**).Furthermore,foreign language anxiety and learning efficiency have a direct impact on academic performance.In addition,foreign language anxiety can predict 9% of academic performance,and learning efficiency can predict 14.7% of academic performance.When foreign language anxiety and learning efficacy are combined and correlated,they can predict 16.8% of academic performance.Based on the above findings,the author proposes some feasible suggestions on the improvement of foreign language anxiety and learning efficacy,aiming to improve the attention of teachers and students to emotional factors,reduce the anxiety level of high school students,enhance the confidence of students in learning foreign languages,so as to improve efficiency of foreign language classroom teaching.