A Study of the Relationship among English Learning Self-Efficacy and WTC in the Classroom among Rural Junior High School Students

义务教育新课标以培养学生核心素养为导向，重视英语交际能力提升。自我效能感与口语交际意愿是影响英语学习的重要因素。本研究采用随机抽样，对湖北省266名乡村学校初中生展开调查。结果显示，其英语学习自我效能感总体偏低，自我能力判断高于成就判断；课堂口语交际意愿较弱，课堂呈教师中心特征，师生个体及生生互动意愿不足。此外，自我效能感与口语交际意愿显著正相关。因此，教师应重视课堂口语交际意愿，通过优化任务设计、分析学生个体情况及创设真实语境等措施，提升学生英语交际能力与整体水平。The new curriculum standard for compulsory education is oriented towards cultivating students’ core competencies and emphasizes the enhancement of English communicative ability. Self-efficacy and oral communication willingness are important factors influencing English learning. This study employed random sampling to investigate 266 junior high school students in rural schools in Hubei Province. The results indicated that their overall self-efficacy in English learning was relatively low, with self-ability judgment being higher than achievement judgment. Their oral communication willingness in the classroom was weak, characterized by a teacher-centered classroom, and insufficient willingness for teacher-student individual interaction and student-student interaction. Moreover, there was a significant positive correlation between self-efficacy and oral communication willingness. Therefore, teachers should prioritize classroom oral communication willingness and improve students’ English communicative ability and overall English proficiency through measures such as optimizing task design, analyzing students’ individual situations, and creating authentic contexts.