The Influence of English Teachers’ Cultivation on High School Students’ Development of Self-Efficacy in English Learning

¹ Taiyuan Normal University, College of Marxism, 319 University Street, Yuci District, Shanxi Province, China.
² Chongqing Normal University, College of Life Science, No.37 Middle University Road Shapingba District Chongqing, China
³ University of Minnesota (twin cities), College of Education and Human Development, 240 Williamson Hall 231 Pillsbury Dr. S.E. Minneapolis MN 55455-0213, United States

^* Corresponding author: xion2027@umn.edu

Abstract

In modern China, there exists a notable emphasis on English language acquisition by both governmental bodies and stakeholders such as parents and educators, acknowledging its critical significance within an increasingly interconnected global milieu. Consequently, extensive research efforts have been directed towards identifying advantageous components within English language learning, with a particular focus on self-efficacy. This study undertakes an investigation into the interplay between high school English educators’ instructional approaches and students’ self-efficacy in English learning. Data pertaining to teaching materials, methodologies, plans, effectiveness, and recognition, alongside students’ learning interests, strategies, outcomes, and confidence levels, were gathered through dual questionnaires. After analysis, it is found that although most teachers are satisfied with the class results, there are still some problems such as limited incentive methods, low attractiveness of homework and monotonous teaching design. These problems may be caused by the inadequate teaching level of teachers, and teachers need to improve by participating in more professional development activities and strengthening the stimulation of students’ English use skills and interest in English learning. In the statistical analysis of students’ questionnaires, it is found that most students’ English learning information is low, and there is a significant correlation between students’ English learning confidence and English learning effect. In order to improve the learning effect, teachers should attract students’ attention through pre-class preparation and classroom activities to improve the efficiency of English learning.