Abstract
This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.
Highlights
This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory
A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China
Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement
Summary
With the advancement of the “Belt and Road” initiative, China has had more investment and trade cooperation with countries along the “Belt and Road”, which has promoted a new pattern of opening up to the outside world in ethnic minority areas. The “Silk Road Economic Belt” covers areas inhabited by ethnic minorities in Xinjiang, Qinghai, Ningxia, Gansu, Sichuan, Yunnan, and Guangxi. Due to the limitation of the economic development level, the education level of ethnic minority areas is lower than that of economically developed areas, and educational resources are relatively insufficient. Minority college students bear the historical responsibility of carrying forward their own traditional cultures. This paper aims to study minority students’ engagement in English learning and the factors that influence their learning engagement
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