Abstract
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
Highlights
Language anxiety is a "Subjective feeling of apprehension and fear associated with language learning and use" (Phillips, 1992)
The findings revealed that Iranian TCs experienced a high level of Foreign Language Listening Anxiety (FLLA) compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety
The results of the present study revealed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety
Summary
Language anxiety is a "Subjective feeling of apprehension and fear associated with language learning and use" (Phillips, 1992). There has been a substantial body of research that has investigated Foreign Language Anxiety Studies on this affective phenomenon demonstrated that language students at different proficiency levels report feeling of anxiousness about some aspects of language learning and their language classes (Horwitz, 1996). Pea in his study detected an independent existence of each of the four skills-based anxieties as a distinctive construct His findings suggest that one general anxiety factor is not enough to explain the variances associated with L2 anxiety across the four skill areas. This implies that each of the four skill-based anxieties should receive independent attention from second language researchers.
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