The Influence of College English Learning Community on Self-efficacy and Learning Motivation

Abstract

In traditional college English teaching, learners often find it challenging to adapt to their teacher’s role as a “knowledge mover” and their “self-domineering” teaching style. In addition, due to their deficiency in English before college, long-term absence of self-confidence and sense of security, learners are prone to suffer low self-efficacy, weak and even fading learning motivation. Consequently, it is found difficult to improve the effectiveness of college English teaching and reforms. This paper proposes that it is imperative to pay attention to learners’ learning motivation and self-efficacy. This paper aims to explore the influence of the college English learning community on learners’ perceived learning motivation and learning efficacy.