A Study On The Influence Of Self-efficacy And Future Self-continuity On Learning Engagement Of English Majors

Learning engagement is defined as the positive,enduring and fulfilling psychological state of learners which is displayed in learning activities and tasks related to the expected learning outcomes.The level and effectiveness of learning engagement not only reflect learners’ academic achievements,but also are regarded as a criterion for evaluating the teaching quality of schools and professional teachers.In the field of foreign language teaching,learning engagement has received increasing attention.In the field of English education,English learning engagement refers to a state in which English majors attach great importance to and participate in the learning process,and the level of learning engagement is reflected not only at the cognitive level,but also at the social,behavioral and emotional levels.In recent years,researchers have applied different research methods to conduct in-depth investigation,analysis,and research on learning engagement from multiple perspectives and dimensions.The research contents mainly include three aspects: measurement,evaluation and influencing factors.In these three fields,the research domain that domestic and foreign researchers are most interested in is how various factors affect the degree of learning engagement and learning effectiveness,and relevant researches have gained considerable outcomes.However,there is insufficient research to explore the impact of self-identity factors on learning engagement of English majors from a cognitive perspective,and research on how various factors,especially self-identity,affect learning engagement of English majors needs to be strengthened.This study,based on the theory of learning engagement and from the perspective of self-identity,investigates and analyzes the motivational,behavioral,emotional and cognitive learning involvement of English majors in the process of English learning so as to explore the relationship between the two major self-identity factors(future self-continuity and self-efficacy)and their English learning engagement.This paper aims to answer the following three research questions:1.What is the current situation of English Majors’ learning engagement,self-efficacy and future self-continuity?2.What impacts and predictive effect can be brought out by future self-continuity and self-efficacy on English learning engagement of English majors?3.How to improve the learning engagement and effects of English majors in terms of self-efficacy and future self-continuity?This paper selects 209 English majors as the research subjects.Firstly,a questionnaire survey is used to investigate and describe the current situation of English majors’ learning engagement.Then,using a questionnaire and data processing tools such as SPSS and EXCEL,quantitative statistics and analysis are conducted on exploring the influence of self-efficacy and future self-continuity on learning engagement,including correlation analysis and regression analysis.This study has the following four findings regarding the learning engagement of English majors.1.The learning engagement of English majors is imbalanced,with an average value of3.6526 for cognitive engagement and 3.6523 for behavioral engagement.These two level of engagement are lower than the average value of 3.7025 for emotional engagement and 3.7641 for motivational engagement.2.Self efficacy and future self-continuity are both positively correlated with learning engagement of English majors.3.The impact of self-efficacy on learning engagement of English majors is greater than the influence of future self-continuity on learning engagement,with a correlation coefficient of 0.378 of the former and 0.333 of the latter.4.The results of interviews with English majors show that English learners have a lower level of future self-continuity,and they are more concerned about their academic achievements and current learning status and results,with unclear plans for the future development.In summary,this study aims to help English teachers grasp the dynamic condition of students’ learning engagement,conduct timely and effective teaching interventions,and maximize the level and effectiveness of English majors’ learning engagement through the analysis of the relationship between two self-identity factors,namely,self-efficacy and future self-continuity,and learning engagement.Based on the above research findings,this paper proposes the following suggestions for improving the level of learning engagement of English majors from the perspective of self-identity: 1.English teachers can strengthen the teacher’s role as a leader to students and encourage students to integrate English learning into the long-term benefits of future personal ability improvement and value realization so as to improve students’ cognitive engagement level.2.By optimizing classroom activities,exploring learning models that align with learners’ own development and abilities,and improving the time utilization of English learners in English learning,English learners can gradually enhance their behavioral engagement.3.By encouraging English learners to use language for daily communication,they can establish their sense of language learning effectiveness and enhance their level of future self-continuity through vocational planning education.