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little difference between the mean score of the twoclasses. Specifically speaking, the mean score of the control class is a little higher than that of theexperimental class (68.28>67.96), but the difference is only 0.32, and Sig. (2-tailed) is much higher than 0.05 (0.785>0.05), which tells us that there is no influence on the result. Besides, thelowest score (45) and the highest score (82) of the experimental class are quite close to thelowest score (42) and the highest score (84) of the control class.All in all, according to the mean, the lowest score, the highest score, the standard derivationand the Sig. (2-tailed) of the two classes, we can see that there is no outstanding differencebetween the experimental class and the control class before the teaching experiment, and thus theresults of this study are comparable.
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Conclusion

This study aims at promoting vocabulary teaching and students’ vocabulary learning invocational college from the perspective of enhancing their English self-efficacy. According to thedata analysis of questionnaires and tests, five major findings are summarized by the author asfollows:
(1) Most of the students consider learning vocabulary as the basis of learning English.However, they can not learn vocabulary very well for a variety of reasons, such as: they cannotfind effective methods of learning vocabulary, they are not very confident in themselves in thecourse of learning vocabulary and learning English, they are lack of self-efficacy of learningvocabulary and so on. All of these reasons lead to the difficulty of learning vocabulary forstudents in vocational college.
(2) The application of self-efficacy training arouses students’ interests of learningvocabulary. The vocabulary teaching in the experimental class attracts students’ interest oflearning vocabulary. And their initiative toward vocabulary practice both in class and after classis enhanced. Before the teaching experiment, most students show little interest in vocabularyteaching and learning. Most of them consider vocabulary teaching as a task of teachers andseldom involve in the classroom teaching of vocabulary. But after receiving the self-efficacytraining, the experimental class students begin to actively involve in the classroom teaching ofvocabulary and their interests in learning vocabulary are aroused.
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Reference (omitted)

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