Research On Students' Self-efficacy In Self-regulated English Learning In Vocational College

The goal of Vocational College (called VC below) is to develop practical talents for the society. The purpose of English teaching in VC is to develop students' application abilities of English. The development of students' application abilities of English depends on students' self-regulated English learning, which refers to students' active, conscious and independent learning. However, Self-efficacy is one of the key factors that affect students' self-regulated English learning. Self-efficacy refers to learners' beliefs about their abilities to accomplish a task (Bandura, 1986: 201). In this thesis, self-efficacy refers to students' self-confidence in the ability of their English learning.The higher self-efficacy is, the more actively students learn English, the better their English performance becomes. But in English teaching, we found that many students in VC have lower self-efficacy and self-regulated English learning abilities. However, there is no research on self-efficacy in self-regulated English learning so far. Based on the Humanistic theory, the social cognitive theory, etc., this thesis clarifies the roles of students' self-efficacy in self-regulated English learning, then by survey, contrast and analyses, we find that students have lower average self-efficacy (40.92), and that the main sources of students' self-efficacy are: setting goals, verbal persuasion, the level of VC and so on. After analyzing the characteristics of VC, we put forward 12 strategies for English teachers to enhance students' self-efficacy: promoting students' communicative competence, guiding students to set their goals and attribute reasonably, enhancing student self-confidence, etc. This thesis analyzes in five chapters three main factors from learning and teaching standpoints: characteristics of VC, self-regulatedEnglish learning and self-efficacy.Chapter 1 sets forth the bases of theory to enhance students' self-efficacy and self-regulated English learning. The Humanistic theory emphasizes the importance of the inner world of the learner and places the roles of self-concept and self-direction at the forefront of all human development. The self-efficacy in this thesis is a part of self-concept; the self-regulated learning has the same meaning as self-direction learning. The social cognitive theory contends that behaviors are largely regulated through cognitive processes. It emphasizes self-regulatory capability and self-reflective capability, especially self-efficacy during the cognitive processes. Self-efficacy, as a part of self-reflective capabilities, influences the motivation, behaviors and achievement of students. The social cognitive theory is the grounded theory of this study. The constructivist theory argues that learning builds on students' construction rather than teachers' pouring of knowledge. The constmctivists emphasize learning to learn and focusing on students. The constructivist theory provides bases for self-regulated English learning. The theory of second language acquisition stresses the importance of comprehensive input and low anxiety, which can guide us to enhance > students' self-efficacy.Chapter 2 introduces the meanings of self-efficacy and self-regulated English learning as well as the roles of self-efficacy in self-regulated English learning. Self-efficacy refers to students' confidence in the ability of their English learning; Self-regulated English learning refers to the learning that students are active in setting goals, arranging and regulating their time, adopting suitable English learning strategies, monitoring and evaluating their English learning and so on. Self-efficacy can motivate, mediate, predict...