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Chapter FiveConclusions
5.1 Major Findings of this Study
Self-efficacy is an important predictor for English learning behavior andachievements and it has been arousing more and more attention from researchers andteachers at home and abroad. However, current researches focus mainly on studentsfrom universities, colleges, vocational schools, and middles schools; while studies onprimary school students are deficient. In order to study the current situation andinfluence factors of English learning self-efficacy of primary school higher-gradestudents’, two questionnaires and an interview on 259 sixth grade students fromHonghe Primary School are carried out. Based on the data collection and analysis,there are some findings as follow:
Firstly, primary school high-grade students’ English learning self-efficacy, nomatter in general or in its two dimensions: ability self-efficacy or behavior self-efficacy,is at the medium level. However, from the mean value of each dimension, it is foundthat higher-grade students’ English learning ability self-efficacy is a bit higher thantheir English learning behavior self-efficacy. This reveals the fact that primary schoolhigher-grade students are more confident in their ability than in their behavior. That isto say, most of them have faith in their abilities to learn English well. While some of them doubt whether their learning behaviors can help them finish learning tasks orlearn English well. Combining this finding with the analysis on the characteristics ofprimary school higher-grade students’ psychology and English learning presented inChapter One, it is found that limitation in mastery experiences and self-knowledge isthe main reason for this phenomenon.
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