Self-efficacy and academic listening

Abstract

This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one’s ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost self-efficacy. The degree of control over the process of listening that learners can gain through listening strategy instruction is an important factor in this process. Reviewing studies that have integrated strategy instruction with measures to address learners’ sense of control and self-efficacy for listening, it concludes by arguing that in an EAP context, such a heightened sense of confidence can help learners cope more effectively with authentic oral input.