Abstract
A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is. Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.
Highlights
Notable success from learners is, among other things, considerably influenced by their beliefs in themselves, including the achievements in academic settings
After the data were gathered, the researcher subsequently calculated the data by counting up the results revealed by the students in the self-efficacy questionnaire and in the grammar test
The finding of this study demonstrated that self-efficacy has a remarkable correlation with the performances in grammar
Summary
Notable success from learners is, among other things, considerably influenced by their beliefs in themselves, including the achievements in academic settings. A set of the beliefs is strengthened and combined with their ability to cope with something they are dealing with In this regard, this perceived beliefs are summoned as selfefficacy, referring to the beliefs one has about their ability to perform a task or behavior (Bandura, 1997). This perceived beliefs are summoned as selfefficacy, referring to the beliefs one has about their ability to perform a task or behavior (Bandura, 1997) This puts strong emphasis on the way a person should address the problems, including how people or learners overcome their difficulties in learning English, one of which is grammar. A mass of evidence has emerged that self-efficacy has a dramatic impact on one’s achievement This has been accounted for by numerous studies carried out by some researchers. Employing a correlational study, (Bai et al, 2018) found that social supports (teachers, parents, and peers), self-efficacy, and English learning achievement are closely related to each other from the weak to moderate strengths
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