The Effect Of Experiencing English On Self-efficacy And Motivation Of Junior High School Students

Contemporary foreign language education pays attention to process of language learning and encourages students to experience,practice and discover language patterns,gradually obtain language knowledge and skills,as well as cultivate independent learning ability under the guidance of teachers.Experiencing English has also been proven to improve students’ self-efficacy and motivation to learn English by creating a good language learning environment.Self-efficacy has an impact on students’ choice of learning behaviors,level of effort,way of thinking,and attitude toward difficulties.Moreover,motivation constrains students’ motivation to learn and affects their learning outcomes.Therefore,it is necessary to use Experiencing English to integrate the cultivation of students’ motivation with the teaching process to boost students’ learning experience,thus enhance their learning efficacy.Based on the theory of Experiencing English,this study answered the following two questions:1.Can Experiencing English affect junior high school students’ self-efficacy to learn English? If yes,to what degree?2.Can Experiencing English have impact on junior high school students’ motivation? If yes,to what degree?For this study,89 grade eight students from two classes in a junior high school in Dongguan,including 43 students in the control class and 46 students in the experimental class,were randomly selected to conduct a 16-week experimental study.Instrument used in this study was questionnaires.The questionnaires were distributed to the experimental class and the control class as a pre-questionnaire.Then,a 16-week teaching intervention experiment was conducted in the control class and experimental class,which the experimental class used Experiencing English and the control class was employed with teaching model which divided into pre-learning,while-learning and post-learning.The questionnaires were disbursed again as a post-questionnaire at the end of the experiment.The results were statistically and analytically analyzed by using SPSS 26,results of the study were discussed as well.Results showed:Both experimental class and control class had moderate levels of self-efficacy and motivation before the experiment.After the experiment,there were significant differences in self-efficacy and motivation in the experimental class.In terms of self-efficacy,the experimental class made significant improvements in their sense of ability to complete tasks,confidence in reaching goals,ability to face setbacks and ability to face challenges,all of which reached an average-level.With regard to motivation,those in the experimental class were significantly higher and at a high level with respect to level of effort,intrinsic interest,eternal requirements,learning situation and learning value than those in the control class.The findings of this study indicate that Experiencing English is effective in increasing students’ self-efficacy and motivating them to learn English.Therefore,it is encouraged that English teachers may reasonably employ Experiencing English.