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glish Reading Strategies and Achievement.......31
4.3 Correlation Between English Self-efficacy and Reading Strategies ........32
Chapter Five Findings and Implications ......34
5.1 Findings..........34
5.2 Implications and Suggestions.......37

Chapter Five Findings and Implications

5.1 Findings
The general situation of college English majors’ level of English self-efficacycan be concluded from the analysis of the study. Normally speaking, college Englishmajors have medium sense of English self-efficacy during the learning process. Interms of every dimension of English self-efficacy, college English majors also showthe medium sense. What accounts for this situation is that as English majors, theyhave laid a relatively firm basis in English learning. As a result, the mean of theirEnglish self-efficacy falls into the moderate level rather than the low level.As for the dimensions of self-efficacy, sense of effort ranks the highest sense ofEnglish self-efficacy and sense of setback-challenging ranks the second. However,sense of competence ranks the lowest sense of English self-efficacy. As for each itemof English self-efficacy, SC1 has the highest average rating while SSC5 has the lowestaverage rating which falls into the low level of self-efficacy. This means that collegeEnglish majors have the lowest level of self-efficacy in this regard. They alwayscomplain that they can not get a good result in English learning, which reflects thatthe English teaching in China is not efficient and ineffective.

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Conclusion

To promote the language learning process, a lot of learning factors areresponsible for it. English self-efficacy and English reading strategy are two majorfactors that can affect the speed and level of achievement in English. The two factorsare not normally operated on their own, but are connected to each other. As a result,the study of English reading strategies linked with English self-efficacy is ofenormous potential value to English researchers. Whereas, in our country, at the sametime, there are scarcity of scholars who have connected the two key variables andexamined the correlation between them among college English majors. It can beconcluded that the research in this respect requires more work.At the very start of this paper, the background information and an overview ofthe research on self-efficacy beliefs and reading strategies are given. Then, the authorprovides a general introduction of English self-efficacy and illustrates the sources andmechanism as well as a general framework of it. Next, the definition andclassifications of reading strategies as well as a relative study on reading strategies areillustrated in the following part. In addition, the previous studies on the relationshipbetween English self-efficacy beliefs and reading strategies are supplied.
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Reference (omitted)

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