摘 要

学习心理是研究学习过程和提高学习效率的重要因素。近年来，学生英语学习中的心理变量逐渐被重视。本文通过问卷法，对203名非英语专业大学生的英语学习自我效能感，元认知策略水平和大学英语四级考试成绩状况进行调查研究，并探讨三者之间的关系。研究结果表明，大学生英语学习自我效能感，元认知策略和英语学业水平三个变量间呈显著正相关，并且低分组学生和高分组学生在自我效能感和元认知策略水平上存在显著差异。研究结果强调了自我效能感和元认知策略的重要性，以及在英语学习和教学中的实践意义。

关键词：英语学习；自我效能感；元认知策略；大学英语四级考试

Abstract

Learning psychology, a vital factor of improving efficiency in English learning and teaching, has gained more attention in recent years. The purpose of this study was to examine the relationship among undergraduates’ self-efficacy, meta-cognitive strategies and academic achievement in English study. In order to assess the level of self-efficacy beliefs, meta-cognitive strategies and CET-4 scores, questionnaires were distributed to203EFL learners in a major university in China. The findings of the study indicated that self-efficacy, meta-cognitive strategies and academic achievement in English study were positively correlated with each other. Moreover, significant differences in self-efficacy and meta-cognitive strategies were found between low-score students and high-score students. These results point to the importance of self-efficacy and meta-cognitive strategies as well as the necessity of applying these psychological factors into English learning and teaching.

Key Words:English learning; self-efficacy; meta-cognitive strategies; CET-4

Contents

1 Introduction 1

2 Literature Review 3

2.1 Self-efficacy 3

2.2 Meta-cognitive strategies 5

2.3 Relationship among self-efficacy, meta-cognitive strategies and academic achievement in English learning 7

3 Research Methodology 8

3.1 Research Questions 8

3.2 Participants 8

3.3 Instruments 8

3.3.1 Questionnaire of self-efficacy in English learning 9

3.3.2 Questionnaire of meta-cognitive strategies in English learning 9

3.4 Procedures 10

4 Results 11

4.1 Descriptive statistics of self-efficacy, meta-cognitive strategies and academic achievements in English learning 11

4.2 Difference in self-efficacy and meta-cognitive strategies between high-score students and low-score students 12

4.3 The correlation analysis of self-efficacy, meta-cognitive strategies and academic achievements in English study 13

5 Discussion 15

5.1 Self-efficacy of EFL learners 15

.2Meta-cognitive strategies of EFL learners 16

5.3 Relationship among self-efficacy, meta-cognitive strategies and academic achievements of EFL learners 16

6 Conclusions 19

References 21

Appendix 24

Acknowledgements 28

Correlation among Self-efficacy, Meta-cognitive Strategies and CET-4 Scores

1 Introduction

With the emerging popularity of English across the globe as well as an increasing number of undergraduates in China, the methodology of learning and teaching English as a foreign language has received intensive attention. There has been great amount of research on linguistic skills and learning strategies in English study, nevertheless, in recent years, the emphasis of second language acquisition swift gradually from teaching methodology into cognitive procedure and learning psychology of language learners with various personal features (Shu amp; Zhuang, 1996). As two psychological variables, self-efficacy and meta-cognitive strategies, proposed by Bandura (1986) and Flavell (1976), attain a vital position among researchers both at home and abroad.

In 1986, American psychologist Bandura proposed the concept of self-efficacy, which is a non-cognitive skill linked with individual’s capacity on certain tasks or fields (Bandura, 1986). After years of studying, Bandura (1997) finds that self-efficacy is the most vital and fundamental one among all motivational factors which are closely related with individuals’ behaviors. The strong impact of self-efficacy on language learning receives wide attention from both psychologists and educators. Through cognitive, motivational, affective, and selection processes, self-efficacy exerts influence on many aspects of learning and studying. According to previous studies, students’ self-efficacy plays an important role in the process of learning English as a foreign language.