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nbsp;Ethnic  areas  are  geographically  enclosed  and  they seldom  contact  with  the  outside  world,  especially  for  those  from  rural  areas,  which get  them  not  dare  to  try  new  things.  In  English  study  they  are  afraid  of  making mistakes and receiving negative evaluations from their teachers, which results in their preference  of  keeping  silent  rather  than  being  laughed  at  by  their  peers,  especially their  classmates  from  Han  nationality,  whose  better  performance  intensifies  their doubts  in  their  English  competence. 

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Conclusion 

The  research  investigates  the  overall  situation  of  non-English  major  ethnic minority students’ English self-efficacy, the  gender,  grade level, family  background, and  personality  differences  in  English  self-efficacy  and  the  correlation  between English self-efficacy and English academic performance. The proposed questions in previous chapter are answered, and the major findings are as follows.      The  first  research  question  pertains  to  the  current  status  of  non-English  major ethnic minority students’ English self-efficacy. Through the data analysis, it is known that non-English major ethnic minority students’ English self-efficacy is at a low level. Of  the  four  dimensions  in  self-efficacy,  subjects’  sense  of  effort  in  English  study ranks the top, followed by the sense of frustration. Subjects’ sense of competence is the  lowest  one  compared  with  the  other  three  dimensions.  It  can  be  concluded  that ethnic  minority  students’  low  sense  of  English  self-efficacy  usually  show  their  low confidence  in  their  capabilities  of  attaining  success  in  English  study.  This  result  is also  confirmed  by  the  qualitative  data  of  interview.  Most  of  the  ethnic  minority students  interviewed  claim  that  they  cannot  achieve  good  performance  in  English study. 
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The reference (omitted)
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