A Study On The Correlation Among Classroom Participation,academic Self-efficacy And English Learning Achievement Of Junior Middle School Students

“The English Curriculum Standards for Compulsory Education”(2011 Edition)points out that teachers’ evaluation of students should realize the combination of formative evaluation and summative evaluation.Students’ academic achievement is a reflection of students’ learning results and the basis for teachers to make a final evaluation of students.The factors that affect students’ academic performance can be divided into internal factors and external factors,and students are the main body of learning.The most critical factor affecting students’ academic performance is the learners themselves.Classroom is the place where students acquire knowledge directly.Through classroom participation,students can internalize knowledge and finally transform it into their own experience.Academic self-efficacy can not only affect students’ choice of learning behavior,attitude towards difficulties,attribution style,but also determine the degree and duration of students’ efforts.Based on the constructivism theory,interactive teaching theory and self-efficacy theory,this study uses the methods of literature research,questionnaire survey,classroom observation and interview,using classroom participation questionnaire,academic self-efficacy questionnaire and SPSS26.0 software and other research tools,to explore and analyze the correlation between students’ classroom participation,academic self-efficacy and academic achievement.In this study,45 junior middle school students from a middle school in Shihezi are selected as subjects to explore the following three questions: First,what is the correlation between the dimensions of subjects’ participation in class and their English academic achievement? This question consists of three sub questions: What is the correlation between behavioral participation and academic achievement? What is the correlation between cognitive participation and academic achievement? What is the correlation between emotional participation and academic achievement?Second,what is the correlation between the dimensions of subjects’ English academic self-efficacy and their English academic achievement? This question includes four sub questions: What is the correlation between the sense of ability to complete tasks and academic achievement? What is the correlation between confidence in achieving goals and academic performance? What is the correlation between the ability to face setbacks and academic performance? What is the correlation between the ability to overcome difficulties and academic achievement? Third,what is the correlation among the subjects’ classroom participation,academic self-efficacy and academic achievement?Through the research,the researcher find that there is a positive correlation between the dimensions of classroom participation and academic achievement.From the correlation coefficient,cognitive participation is the highest and emotional participation is the lowest.In behavioral participation,both concentrate and probe variables are positively correlated with academic achievement.In cognitive participation,there is a negative correlation between dependency strategy and academic achievement,and shallow strategy and deep strategy are positively correlated with academic achievement.In emotional participation,the sense of fun and achievement are positively correlated with academic performance,and the sense of boredom and anxiety are negatively correlated with academic performance.Second,there is a positive correlation between the ability to complete tasks,the confidence to achieve goals,the ability to overcome difficulties and academic achievement,while there is no correlation between the ability to face setbacks and academic achievement.Third,There is a positive correlation between classroom participation,academic self-efficacy and academic achievement.And there is also a positive correlation between classroom participation and academic self-efficacy.According to the above survey data and interview results,in order to improve students’ classroom participation and academic self-efficacy,the researcher provides some suggestions for improving students’ classroom participation and academic self-efficacy from the perspectives of teachers and students.First of all,the researcher provides three suggestions for teachers: Firstly,teachers should design teaching tasks in accordance with the students’ Zone of Proximal Development;Secondly,teachers should strive to create a harmonious classroom atmosphere and teach students correct attribution;Thirdly,teachers’ evaluation methods should be diversified,teachers’ attitude towards students should be positive,and teachers should have certain expectations for students.From the perspective of students,the researchers suggest that students should have a solid foundation in English and work hard;The second is to improve their sense of self-efficacy;Third,build up the right mentality and solidarity among students.Starting from both teachers and students,we should strive to improve students’ classroom participation and academic self-efficacy,so as to promote students’ enthusiasm of classroom participation and enhance students’ academic self-efficacy.