Self-efficacy In Oral English Learning In Senior One

For a long time,mute English is a headache for teachers and students,especially in some remote middle schools.One important reason for this phenomenon is that students' psychology is neglected in oral English teaching,which result in the loss of positive motivation and learning.On the other hand,self-efficacy has been a focus in the researches of English teaching since its proposal.At present,studies concerning English learning self-efficacy mainly focus on the correlation between English learning self-efficacy and variables like academic performances,learning strategies,learning motivation and so on.In addition,there are also related researches in specific skills,such as English reading self-efficacy and English writing self-efficacy,but there are less studies on self-efficacy in oral English learning.Therefore,it is of great practical and theoretical significance to explore students' self-efficacy in oral English learning.In view of this,this study,based on Bandura's theory of self-efficacy,conducted a survey on the current situation of self-efficacy in oral English learning in senior one.214 students from senior one of Xuanhan Middle School were involved in the research.Besides,some students as well as English teacher were interviewed.The research questions are as follows:(1)What is the level of senior one students' self-efficacy in oral English learning?(2)What are the major sources affecting senior one students' self-efficacy in oral English learning?(3)What teaching methods can be adopted to improve students' self-efficacy in oral English learning?The data were analyzed and processed by SPSS22.0,and the results show that:(1)the level of self-efficacy in oral English learning in senior one is low,with an average no more than 3,and there is no obvious gender difference.(2)The main sources affecting senior one students' self-efficacy in oral English learning are vicarious experience,classroom oral practice,mastery experience,the way of evaluation,which is not entirely consistent with the main sources raised by Bandura.(3)Based on the research,teachers can enhance students' self-efficacy in oral English learning from the main aspects of oral activities both in and after class,the way of evaluation methods,and alternative experience,which can finally improve their oral English proficiency.Finally,the limitations of the study are presented,and so are some suggestions for the future research.