Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19.

Ruihua Chen,Yi Xie,Yanghe Liu,Mengmei Zhu,Javed Iqbal

doi:10.3389/fpsyg.2022.784444

Abstract

The purpose of the present study was to explore the direct influence of self-concept and self-imagination on English language learning outcomes (ELLO). Furthermore, this study examined the mediating role of self-efficacy in the relationship between self-concept, self-imagination, and ELLO. A survey questionnaire of 21 items was used in this study. We distributed the questionnaire through QR code and collected the data from 2,517 participants who enrolled in blended learning courses at the undergraduate level in Chinese universities. The relationship among the variables was measured through SmartPLS-SEM 3.3.3 (partial least squares structural equation modeling). The outcomes of the present study indicated a direct, positive, and significant connection of self-concept, self-imagination, and self-efficacy with ELLO. Looking at indirect influences, self-concept and self-imagination, positive and significant, influence ELLO through self-efficacy. Thus, self-efficacy was indicated to play a mediating role between self-concept, self-imagination and ELLO. We can conclude that self-concept, self-imagination, and self-efficacy are the main predictors of ELLO in blended learning courses during the pandemic. Additionally, self-concept and self-imagination along with the intervening role of self-efficacy, play a more effective role in improving ELLO. Moreover, this study provided some useful, practical implications, and future research directions.

Highlights

English language learning outcomes (ELLO) are very critical components of academic progress (Bai and Wang, 2020)
We found fewer studies that studied the mediating role of self-efficacy in between self-concept, self-imagination, and ELLO
The current study adds to the literature of educational psychology by exploring the relationship between self-concept, selfimagination, self-efficacy, and ELLO among students enrolled in blended learning courses in the universities of an emerging country, China, during the COVID-19 pandemic

Summary

Introduction

English language learning outcomes (ELLO) are very critical components of academic progress (Bai and Wang, 2020). English learning through blended learning has become vital during the COVID-19 pandemic (Adedoyin and Soykan, 2020). Self-Concept, Self-Imagination, and Self-Efficacy this pandemic and limit its spread (Adedoyin and Soykan, 2020; Alrefaie et al, 2020). For this purpose, higher education institutions shifted their teaching practices to a blended learning model (Khan et al, 2021). It was important to know how self-concept, self-imagination, and self-efficacy influence ELLO among students through this model in the COVID-19 pandemic. This situation provoked the authors to investigate the impact of self-concept, self-imagination, and self-efficacy on ELLO among students

Objectives

Methods

Discussion

Conclusion