A Study On The Correlation Between Self-efficacy And Self-regulated English Learning Of Non-English Major Undergraduate Students Based On Network Environment

With the rapid development of science and technology in the 21 st century,China proposed the "Internet +" action plan in 2015,which has promoted the development of online education.The rapid development of network technology has provided more learning resources for English learners.Undergraduate students,as the main body of online self-regulated learning,whose level of self-regulated learning directly determines their learning effect.The internal factors that restrict self-regulated learning mainly include self-efficacy,learning strategies,goal setting,and emotions.Among them,self-efficacy is one of the key variables affecting self-regulated learning.For non-English majors,it is self-evident that it is important to have good English learning ability and online self-efficacy.In view of the important role of self-efficacy in self-regulated learning,this paper explores the relationship between self-efficacy and self-regulated English learning based on the network environment,and the research questions are:(1)What is the general situation of non-English major undergraduate students' self-efficacy of English learning based on the network environment? Are there significant differences in the level of self-efficacy of English learning among undergraduate students of different genders,majors,grades,levels of university,scores of English,learning times and goals?(2)What is the general situation of non-English major undergraduate students' self-regulated English learning based on the network environment? Are there significant differences in the level of self-regulated English learning among undergraduate students of different genders,majors,grades,levels of university,scores of English,learning times and goals?(3)Is there a correlation between self-efficacy and self-regulated English learning in the network environment of non-English major undergraduate students? If so,to what extent does the self-efficacy correlate with self-regulated English learning? What are the specific aspects?Based on the affective filtering hypothesis,humanistic theory,and triadic reciprocal determinism,this study was conducted by using questionnaire and interview.The research subjects are non-English major undergraduate students.Firstly,the researcher conducted a questionnaire investigation on 345 undergraduate students from different grades,majors,level of college,etc.Secondly,from the respondents,nine undergraduate students from different levels of universities were interviewed to find out more details of their online English learning.Thirdly,the researcher compiled and encoded the data collected by questionnaire and interview,and then analyzed them by Excel and SPSS 22.0.Finally,the researcher discussed results and drew conclusions based on the questionnaire survey and interview,then made corresponding suggestions for English teaching and learning.The major findings of this study are as follows:(1)The level of self-efficacy of English learning in the network environment for non-English major undergraduate students is above the medium level,and the overall level of self-efficacy of females is slightly higher than that of males,but the difference is not significant.There is a significant difference in the level of self-efficacy among different majors,and law majors have higher self-efficacy of English learning than other majors significantly.Moreover,seniors' self-efficacy of English learning is higher than other grades,but no significant disparity.In addition,as students are from different levels of universities and have various English scores of college entrance examination,learning time and goals,there exists remarkable disparity in self-efficacy in the network environment.(2)Non-English major undergraduate students have a moderately high level of self-regulated English learning ability.Females have slightly higher levels of self-regulated English learning than males,but the difference is not significant.Different majors have diverse self-regulated English learning ability,and among them,law majors show the best significantly.What's more,seniors perform better than other grades of all,but there is no significant difference.Besides,with the diversity of levels of universities and English scores of college entrance examination,learning time and goals,there exists remarkable disparity in self-regulated English learning in the network environment.(3)There is a significant positive correlation between self-efficacy and self-regulated English learning based on the network environment of non-English major undergraduate students.Self-efficacy is one of major influencing factors of self-regulated English learning;in return,self-regulated English learning also affectsself-efficacy as a key factor.Based on the results,this study has the following implications: on the one hand,teachers or educators are supposed to train or cultivate the students' ability to use Internet and computer when teaching under Internet environment,strengthen group collaboration of female and male learners,help learners master more learning strategies,etc.;on the other hand,learners should raise their awareness of self-regulated learning,set goals for English learning rationally,make proper attribution,etc.