A Survey On English Learning Self-efficacy Of High School Students With Learning Disabilities

Every student has the right to receive education and achieve the success in theirstudies.But in reality, a lot of students with normal intelligence fall behind the otherstudents in the same grade, and they are called Learning Disabilities today. How toimprove the learning achievement of those Learning Disabilities? School education hasto take this problem seriously. Some studies indicate students’ self-efficacy hasinterrelation with their learning achievement, and the self-efficacy is the major anddirect factor in influencing the students’ learning achievement. Therefore, LearningDisabilities’ self-efficacy should receive more attention.The present survey intends to investigate the following three research questions:1.What is the general situation of English learning self-efficacy of students withLearning Disabilities?2. What are the differences in English general self-efficacy ofstudents with Learning Disabilities from different grades?3. What are the differencesin English specific self-efficacy of students with Learning Disabilities from differentgrades? In order to answer these questions clearly, the English self-efficacyquestionnaires are handed out in three grades, the subjects are218students withLearning Disabilities(Grade1=70;Grade2=90;Grade3=55)from Lianyuan No.1SeniorHigh School.The results indicate:1.The English self-efficacy of high school students withLearning disabilities is low.2.There is no significant difference between any two of thethree grades concerning general self-efficacy and all students are basically hold arelatively higher self-efficacy than their specific self-efficacy in English learning.3.For specific self-efficacy, students of Grade3do better than the other two grades ofstudents in most specific sections and they always hold a more positive views on theirabilities concerning specific English learning tasks, especially on reading and writingtasks, than Grade1and Grade2students do.This thesis consists of the following four Chapters. Chapter one is a briefintroduction, states the importance of English learning self-efficacy which canmotivate students with LDs, and the purposes and significance of the study, and lastly,the structure of this thesis is given. Chapter two reviews the main theories and relatedresearches in the fields of English learning self-efficacy and LDs. Chapter threediscusses the research questions, subjects, instruments, and data collections. Chapterfour analyzes the data obtained and discusses the implications of the study based on the findings. In the conclusion part, Major findings are summarized; limitations andsuggestions are put forward in this ending part.