An Empirical Study Of College English Teachers’ Teaching Efficacy

College English has come into a critically important transitional period. College English teachers play an important role in college English teaching activity. As teachers’ own inherent beliefs, teaching efficacy is an important factor which affects teachers’ thinking and teaching behavior, as well as the successful implementation of new education reform with teachers’ professional development.Complying with the new college English curriculum reform, this paper surveys 47 college English teachers and 172 non-English major sophomore students from Minnan Normal University, and analyses college English teachers’ teaching efficacy from four aspects: teachers’ beliefs, knowledge structures, teaching behavior and teaching efficiency, in order to have a better understanding of the current situation of college English teachers’ teaching efficacy, and offer some suggestions to enrich and improve college English teachers’ teaching efficacy.The study reveals that college English teachers’ teaching efficacy are good, their teacher beliefs are relatively high, but their knowledge structures, teaching behavior and teaching efficiency are only mediocre. In personality aspect, seniority and title have the greatest influence on college English teachers’ teaching efficacy. As a whole, their teacher beliefs tend to increase with their years of teaching, and teachers with different seniority have significant differences in teaching beliefs and curriculum planning; college English teachers’ teaching efficiency are significantly different in professional title, and teachers with better knowledge structures, teaching behavior and teaching efficiency, are significantly different from weaker ones with the title promotion in teaching efficacy. However, the students’ feedback is slightly higher than the results of English teachers themselves. But the students considers teaching efficiency relatively poorer than teachers’ beliefs, knowledge structures, and teaching behavior, which indicates college English teachers’ teaching efficacy needs to be improved in terms of teaching efficiency.Based on the results, this paper suggests that college English teachers might improve teaching efficacy via the following ways: first, improving professional quality, and establishing the consciousness and confidence of self-development; second, cultivating the ability of self-reflection and research, paying close attention to the relevant frontier academic trends, and constantly updating teaching concepts to improve teaching behavior; thirdly, participating in teacher-training and education, including the vocational training and in-service education.