Research on English Learners’ Self-efficacy in Rural Junior High Schools from the Perspective of Rural Revitalization

Abstract

Currently, English learners in Chinese rural junior high schools have been increasingly focused by people in all walks of life, especially the government for they will function as an impetus to promote the construction as well as the growth of the new rural areas. Accordingly, this study will utilize the rural revitalization, a national strategy for rural areas to investigate some current situations on English learning self-efficacy of rural school students, which is an important factor affecting their learning, taking students of several rural middle schools in Suining, Sichuan province as participants and including the following research questions by virtue of the method of questionnaire, interview and literature analysis: 1) What is the current situation about English learning self-efficacy of rural junior high school students under the background of rural revitalization? 2) What factors can affect English learners’ learning self-efficacy against the background of rural revitalization? 3) Is there any positive or negative correlation between learners’ English learning self-efficacy and their academic achievements in the context of rural revitalization? Based on the outcomes of this research project, some valid and feasible strategies can be introduced to promote English learners’ self-efficacy and facilitate better achievements in English learning in rural junior high schools.

Legitimazing of Collaborative Learning as a recommended learning model in society 5.0 era in Indonesia

“…Olsen (2021) mengungkapkan bahwa masalah pendidikan secara global adalah masalah kompetensi profesional guru dan masalah proses pembelajaran yang dilakukan dengan menggunakan model pembelajaran yang tidak relevan dengan karakter siswa generasi Z. Masalah ini tidak diperhitungkan dengan matang di awal, sehingga berubah menjadi masalah yang lebih besar dan membutuhkan biaya yang lebih besar untuk mengatasinya. Proses pembelajaran Bahasa Inggris belum menggunakan model pembelajaran yang relevan sehingga siswa hanya fokus untuk mengingat dan memahami materi ajar, namun tidak untuk meningkatkan kemahiran berbahasa Inggris sebagai alat berkomunikasi, melatih kemampuan pemecahan masalah, melatih kemampuan berpikir kritis dan berpikir kolaboratif di dalam proses pembelajaran, khususnya di sekolah daerah tertinggal (Nurkamto, 2003;Khajloo, 2013;and Makhmudov, 2020;Liu &Wang, 2021 andTianfu &Hongyuan, 2022).…”