A Study On The Correlation Between Junior High School Students’ English Learning Self-Efficacy And Classroom Engagement

Whether students can actively engagement in English class plays a vital role in the teaching effect and students’ learning.However,English learning self-efficacy,as an important intrinsic factor to promote students’ active engagement in class,tends to be neglected by scholars and teachers.In the past,most studies have focused on other factors that affect engagement in English classroom,but there are relatively few studies have probed into the correlation between English learning self-efficacy and classroom engagement of junior high school students.This study takes self-efficacy theory and constructivism theory as the theoretical basis,selects the 185 students from Nanning No.17 Middle School as the research subjects,and uses the questionnaires,classroom observation and interview,trying to answer the following questions:(1)What is the overall situation of junior high school students’ English learning selfefficacy?(2)What is the overall situation of junior high school students’ English classroom engagement?(3)What is the correlation between junior high school students’ English learning self-efficacy and classroom engagement?By using SPSS22.0 software to conduct descriptive statistics and correlation analysis on the data obtained from the questionnaires,combined with classroom observation and interview results,the author draws the following conclusions:(1)The level of the English learning selfefficacy in junior high school students is at a medium level(M=3.14).Among the four dimensions,the sense of effort is the highest(M=3.38),followed by the sense of frustration(M=3.26),the sense of challenge ranks third(M=3.00),and the sense of competence is the lowest(M=2.99).(2)The level of the English classroom engagement in junior high school students is at a medium level(M=3.03).In terms of all three dimensions,the cognitive engagement is better(M=3.14),following which is the behavioral engagement(M=3.06)and the emotional engagement(M=2.92).(3)There is a significantly positive correlation between English learning self-efficacy and classroom engagement(r=0.762).Among them,English learning self-efficacy is positively correlated with behavioral(r=0.744),cognitive(r=0.660)and emotional engagement(r=0.648)respectively.In addition,English learning self-efficacy can significantly predict English classroom engagement,which can explain 58% of variance of English classroom engagement.The regression equation is y=0.912+0.675x(y is English classroom engagement,x is English learning self-efficacy).Based on research findings,some suggestions for junior high school English classroom teaching are put forward as follows: Firstly,establishing students’ confidence in English learning in classroom activities,which in the end raises their English learning self-efficacy.Secondly,helping students set appropriate English learning goals,and giving students’ positive feedback in time according to their performance in and out of class.Thirdly,creating a positive classroom learning environment,and paying attention to their emotional experience.And last but not least,guiding students to use diversified English learning strategies,so as to cultivate their ability of independent learning.