English Learning Self-Efficacy and Academic Performance: A Correlational Study on Chinese High School EFL Students

Abstract

In the context of curriculum reform in China prioritizing student-centered teaching, this study investigated the relationship between English learning self-efficacy and English proficiency among 30 senior high school students in Chengdu, China by employing an English learning self-efficacy questionnaire, an overall language proficiency test and a structured interview. The findings indicated that 1) the overall level of English learning self-efficacy among these students was moderate, with the highest in competence to face setbacks and the lowest in competence to complete tasks; 2) there was a strong positive correlation between the four dimensions of English learning self-efficacy and their English proficiency; 3) confidence in achieving goals emerged as the key dimension of self-efficacy directly predicting English proficiency, encapsulating the shared variance of the broader self-efficacy construct in this context. These findings suggested that the four English learning self-efficacy dimensions operate as an integrated, hierarchical system driven by a core factor.