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icacy levels of the secondary and primary classes are nearly the same.The primary grade is the lowest of the three. In another way, the students in the seniorclasses are much more confident in learning English; they believe they can learn Englishwell, while the primary students are less confident in learning English well.
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Conclusion

The ultimate goal of this study is to improve and perfect College English GradeTeaching through the research of its effect on the student’s English self-efficacy. At thebeginning of the study, the students’ English self-efficacy is measured by the self-efficacyscale. The results of the measurement shows that the level of senior grade students’English self-efficacy is much higher than the other two grades (p＜0.05), while there is nostatistic difference between the primary and secondary grade (p＞0.05).Then the study applies the corresponding questionnaires to investigate the correlationbetween College English Grade Teaching and the English self-efficacy. Through the dataanalysis of questionnaires, this paper analyzes the effect of the Grade Teaching on theself-efficacy in detail and then makes a whole summary of the existing problems of GradeTeaching which could affect students’ self-efficacy. This part mainly consists of threeaspects:It is revealed that there are some problems in the grading test, such as the testingtime is not appropriate for the students; the students are not familiar with the test contentand form, and only once exam can not reflect the students dynamic English proficiency.In addition, some students don’t like be graded at all.
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Reference (omitted)

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