Research Article
A Study of Correlation Between Self-efficacy, Language Anxiety, Metacognitive Strategies and English Achievements of Achang Ethnic Minority Junior High School Students in the Trilingual Background
@INPROCEEDINGS{10.1007/978-3-030-35095-6_36, author={Yuan Yuan and Xiao Xie and Yi-chuan Yuan}, title={A Study of Correlation Between Self-efficacy, Language Anxiety, Metacognitive Strategies and English Achievements of Achang Ethnic Minority Junior High School Students in the Trilingual Background}, proceedings={e-Learning, e-Education, and Online Training. 5th EAI International Conference, eLEOT 2019, Kunming, China, August 18--19, 2019, Proceedings}, proceedings_a={ELEOT}, year={2019}, month={11}, keywords={Achang ethnic students Self-efficacy Foreign language anxiety Metacognitive strategies}, doi={10.1007/978-3-030-35095-6_36} }- Yuan Yuan
Xiao Xie
Yi-chuan Yuan
Year: 2019
A Study of Correlation Between Self-efficacy, Language Anxiety, Metacognitive Strategies and English Achievements of Achang Ethnic Minority Junior High School Students in the Trilingual Background
ELEOT
Springer
DOI: 10.1007/978-3-030-35095-6_36
Abstract
This study used the empirical quantitative method, and investigated the 317 Achang ethnic students of Nangsong Achang Ethnic Minority Junior High School and Jiubao Achang Ethnic Minority Junior High School in Lianghe County of Yunnan province. This research conducted descriptive analysis, Pearson correlation and regression analysis with SPSS21.0 and discussed the differences among gender, school and grades by independent sample T test and one-way ANOVA. The following conclusions are drawn: ① most of Achang middle school students speak Achang language, more than half of the students speak Mandarin, no one speak English fluently, and there are more than half of the students failed to pass the final English exam. The Achang ethnic students sometimes have self-efficacy and foreign language anxiety, and sometimes use metacognitive learning strategies in English learning; ② there is a significant positive correlation between English achievement and self-efficacy and metacognitive strategies, but foreign language anxiety is significantly and negatively correlated with English achievements; ③ the predictor which influences the students’ English achievement is self-efficacy.
