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ents are selected to test the questionnaires, and thetest results are analyzed for total recovery of 333 (117 Kazakh students and 216 Han students)valid questionnaires. Spss17.0 software is used to make reliability analysis.In this part, it aims to investigate the current situation of Kazakh and Han high schoolstudents’ English self-efficacy at first. And then, Kazakh and Han high school students will beanalyzed their English self-efficacy as two independent samples. Lastly, correlation analysis isemployed to investigate the relationship between the nationalities of Kazakh and Han studentsand their English self-efficacy.Through descriptive analysis, it displays Mean value of the overall English self-efficacyof Kazakh and Han students as a whole is 3.312, which is a little higher than the averagescore(average score=3). According to the questionnaire, the Mean of four dimensions ofEnglish self-efficacy (the ability to accomplish the task, the confidence in achieving the goal,the ability to face setback and the ability to overcome difficulties) are from 2.9129 to 3.8554,centered on the average score (average score=3), it is illustrated that the current Englishself-efficacy status of Kazakh and Han students as a whole is not very high. (See Table 4.2)

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Conclusion

According to the theory of self-efficacy and the previous researches, people’s behavior isdominant determined by their self-efficacy beliefs, which influence people’s choice, effort,persistence and emotion when they meet with troubles or feel anxious about what they do. Ithas been strongly proved that English self-efficacy plays a very important role in Englishacquisition or learning and influences English achievement directly or indirectly. Theinvestigation and research into English self-efficacy of students will help the educators andlearners to exercise and control the psychological factor to improve the English learning. Inthis survey, both Kazakh and Han Chinese high school students are selected as subjects toinvestigate the current situation of their English self-efficacy and the influencing factors oftheir English self-efficacy. The main finding includes:There exists significant difference of English self-efficacy of Kazakh and Han students（p=0.000, p<0.05), although the mean value of Kazakh students on self-efficacy is not high,just a little higher than the average score (Kazakh=3.4747, Han=3.2239). And the correlationanalysis on the data of Kazakh and Han students’ English self-efficacy with their nationalitiesshows there exist significant correlations in English self-efficacy (p=0.000, p<0.01) and itsthree dimensions, which are the ability to accomplish the task (p=0.000, p<0.01), theconfidence in achieving tasks (p=0.004, p<0.01) and the ability to face setbacks (p=0.000,p<0.01). That is to say, English self-efficacy of Kazakh and Han high school students aredifferent because their nationalities are different.
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Reference documents (omitted)