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e variables (ideal L2 self,self-efficacy, and English competence) are respectively 0.909, 0.832, and0.852.Generally speaking, it is acceptable that Cronbach alpha coefficient canapproach 0.70 in the field of L2 acquisition. Therefore, it can be said that thequestionnaire in the study has good reliability.In the questionnaire, item 1, 2, 3, and 4 are about English competence, item 5, 6,7, 8, and 9 are about ideal L2 self, and item 10, 11, 12, 13 and 14 are about academicself-efficacy. For example, item 1 is “You can express your ideas clearly and fluently,and your discourse structure is reasonable and logical”, item 7 is “I imagine myself assomeone who is able to speak English”, item 8 is “I can imagine myself speakingEnglish as if I were a native speaker of English”, item 10 is “I can learn English well”,and item 13 is “It is not difficult for me to learn English”. Students can choose anyoneof five or six options in each item. The mean and standard deviation of each itemwere presented in the following table.From table 5.1, the mean values of item 1 (M=2.7451), 2 (M=2.6198), 3(M=2.0374), and 4 (M=2.3516) are less than 3, so it can be said that Englishcompetence is at a low level. Item 7 is the highest one (M=3.8220), followed by item8 (M=3.6374), item 6 (M=3.5363), item 9 (M=3.4000), and item 5 (M=3.3.3560)which is the lowest one. Therefore, the overall condition of ideal L2 self is at middlelevel, with the mean values of all items ranging from 3 to 4. As for academicself-efficacy, only the mean value of item 12 is lower than 3 (M=2.7275), the rest ofthem are higher than 3, that is, item 13 (M=3.2198), item14 (M=3.3429), item 11(M=3.6352), and item 10 (M=3.8462), which is the highest one. Although there is oneitem whose mean value is lower than 3, it can be said that Chinese undergraduateshave relatively high academic self-efficacy in learning English.

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Conclusion

This chapter concludes the major findings of the study, provides somepedagogical suggestions and implications for English teaching and learning inChinese colleges and discusses the limitations of the study.The purpose of this paper is to know about the general characteristics ofmotivation and self-efficacy of Chinese college students and then to study therelationships between English competence, L2 motivational self system and academicself-efficacy of the college students in China. Based on the purpose, the study wascarried out through surveying 455 Chinese college students. After reviewing previousinvestigations and analyzing the data obtained from questionnaire and interview, theauthor summarizes the major discoveries: firstly, Chinese college students’ Englishmotivation was at a medium level in English learning on the whole; secondly,generally speaking, self-efficacy of college students of Chinawasrelatively high inEnglish learning; thirdly, academic self-efficacy had a direct influence on students’English competence, namely, the former predicts the latter; ideal L2 self was amediation between academic self-efficacy and English competence, that is, the effectof academic self-efficacy on English competence was partially mediated by ideal L2self. In order to know the underlying reasons that lead to the phenomenon,eightstudents who were chosen at random from the sample were interviewed.According to their interviews, the biggest concern of college students is about theirpersonal development. However, even though