A Case Study Of Achieved And Underachieved Students’ English Class Engagement In Senior High School Based On Self-efficacy

Classroom is the central place for students to learn,and students’ class engagement is key to teaching.Active class engagement will help senior high students to learn effectively and improve teachers’ teaching efficiency.But in current research,most studies on the influence of self-efficacy on class engagement are correlation studies.The research on excavating the in-depth reasons for the differences in students’ class engagement based on self-efficacy is not perfect.And most of the research subjects are college students or primary school students.The thesis adopts the method of case study,selects six students from the same class in key senior high school as the research subjects to study the two following research questions from the dimensions of behavioral,cognitive,and emotional engagement.1.What are the similarities and differences in English class engagement between achieved students and underachieved students?2.What are the reasons for the differences in English class engagement between achieved students and underachieved students based on self-efficacy?The study employs classroom observation and interview as instruments to understand and compare the current situation of English class engagement of achieved students and underachieved students.The Semi-structured interview is used to explore the in-depth reasons for differences between achieved students and underachieved students’ English class engagement based on self-efficacy.The results show that:The similarities between achieved students and underachieved students’ engagement in English class are reflected in behavioral and cognitive engagement.The similarity in behavioral engagement can be concluded from the results of classroom observation,while the similarity in cognitive engagement can be obtained from the results of the first interview.(1)Answering questions that occupy the main body of frequency of students’ engagement in English class is the similarity of students’ behavioral engagement.(2)Students use all kinds of learning strategies in the learning process,and the superficial strategies are used most in cognitive engagement.The differences between achieved students and underachieved students’ engagement in English class are reflected in every dimension.(1)Differences between achieved students and underachieved students of behavioral engagement in English class are drawn from the integration of classroom observation and first interview results.Achieved students are higher than underachieved students in the degree of concentration and intensive study or the extracurricular study time in English learning.(2)However,the differences between achieved students and underachieved students’ cognitive and emotional engagement in English class get from the first interview.In cognitive engagement,achieved students will consciously use more deep strategies and reliable strategies.(3)In emotional engagement,achieved students’ positive engagement and the sense of anxiety are higher than underachieved students.However,the weariness of underachieved students is higher than achieved students.It is concluded that self-efficacy has a positive influence on students’ English class engagement in the second interview.And from the perspective of self-efficacy,the reasons for the differences are caused by the belief of good consequences of the study,the sense of achieving aims,the sense of the talent,positive attitude,self-assertive efficacy,interest,and the sense of control.According to the influencing factors,the author puts forward some suggestions to provide references for teachers to improve students’ English class engagement and narrow the gap in students’ English class engagement.Meanwhile,the research results enrich the study of the influence of self-efficacy on class engagement.