The Influence of College English Flipped Classroom on Self-efficacy of English Majors

The present study aims to investigate the relationship among EFL college learners’ language learning strategies, English self-efficacy, and explicit strategy instruction. More language learning strategy application and a higher level of self-efficacy, as proved and claimed by numerous researchers, are highly associated with learners’ academic achievement. However, there is little research on applying explicit strategy instruction in EFL contexts based on the model of Social Cognitive Theory. Therefore, in this study, from the perspectives of Social Cognitive Theory, three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were investigated through a two-phase quasi-experiment. In this experiment, all the participants (78 English majors) in the first phase were asked to complete an intermediate-level General English Proficiency Test (GEPT) reading test, Strategy Inventory for Language Learning designed by Oxford, and English Self-Efficacy Scale adapted from Huang et al. In the second phase, after the intervention of explicit strategy instruction, learners’ strategy application and their self-efficacy were measured again in order to investigate whether or not there would be any significant difference before and after the instruction and between the two groups of learners (the experimental and the control groups). The six-week strategy instruction was conducted according to the following steps: awareness raising, strategy instruction, hands-on activities, evaluation, and diagnosis. Besides the descriptive analysis of the learners’ background information and qualitative analysis of on-site observation and post-interview, a series of t-tests, ANOVA, ANCOVA and Pearson Correlation coefficient were conducted to demonstrate findings from the quantitative data. Given the results, the study reveals three significant findings. First, learners’ English proficiency is correlated with their language learning strategy use and levels of English self-efficacy. Second, there is a positive correlation between language learning strategies and English self-efficacy. Third, after the strategy instruction, the learners applied more language learning strategies, especially memory strategies. Therefore, the findings of the study could possibly shed light on EFL learning and could be of help to those who are interested in strategy building and self-efficacy enhancement. Both EFL instructors and learners could be benefited in terms of effective teaching and learning.

Background and Aim: The action research aimed to evaluate the impact of the Organization Development Intervention (ODI) on self-efficacy in English as a Foreign Language (EFL) learning among non-English-significant students at JSSNU. The study involved a purposive, nonprobability sample of 60 non-English majors. These students, who were actively involved in the data collection before and after the ODI, played a crucial role in the success of this study. A conceptual framework was developed based on the preliminary diagnosis and theoretical foundation. Materials and Methods: This study used mixed research methods to gather and analyze data and test hypotheses. To assess changes, a questionnaire was administered before and after the ODI. The participants were exposed to intervention techniques, and the hypotheses were tested using a paired sample t-test, revealing significant differences in several variables before and after the ODI. Results: The study found that ODIs significantly improved students' self-efficacy in learning English as a foreign language by influencing autonomous learning, classmate influence, academic commitment, and student engagement. The findings provide meaningful recommendations for enhancing students' self-efficacy in EFL learning and suggest areas for future research. Conclusion: The quantitative and qualitative results of the study demonstrate a significant correlation between the independent and dependent variables. This research underscores the efficacy of specific organizational development (OD) interventions in enhancing students' self-efficacy in learning English as a foreign language (EFL), offering a broader applicability model in English education.

This study aims to examine (1) the levels of English self-efficacy, English learning strategies, and English achievement of senior high school students; (2) the correlation among English self-efficacy, English learning strategies, and English achievement; and (3) the predictive power of English self-efficacy and English learning strategies on English learning achievement. The data were analyzed using descriptive statistics, Pearson product-moment correlation, and stepwise regression analysis. The results are as follows:1. Generally speaking, the English self-efficacy of the senior high school students surveyed was fair. However, appropriate English learning strategies have not been adopted by the students. Among the strategies, the most common ones used were the cognitive practice strategies, and the least used were functional practice strategies. Also, these senior high school students' English achievement was satisfactory as a whole, but the variation in achievement among them was great.2. The English self-efficacy, English learning strategies and English learning achievement of the senior high school students were significantly correlated with each other.3. The senior high school students' English self-efficacy and English learning strategies each had significant predictive power on their English learning achievement. Of the two, English self-efficacy was the better predictor for English learning achievement.Based on the findings of the research, some suggestions for English learning, teaching, and educational policies at senior high schools are put forward at the end of the paper. Suggestions for future research are also provided.

Objectives The purposes of the present study was to examine the levels of middle school students' English self-efficacy, and to investigate the relationships between four sources of self-efficacy(mastery experience, vicarious experience, social persuasion, physiological states) proposed by Bandura(1997) with Engish self-efficacy Methods The participants in this study were 285 middle school students from four different schools in Kyungnam province. Questionnaire was used to collect the data. The data were analyzed by using descriptive statistics, t-test, ANOVA. In order to examine how well the sources of self-efficacy would predict students' English self-efficacy, regression analysis was conducted. Results The results showed that the participants were in the level of moderate self-efficacy in learning English. There was no significant difference in the level of English self-efficacy with respect to gender and years of school. The sources of self-efficacy did not change depending on gender. Among four sources of self-efficacy, only phyological states signficantly changed depending on grade levels. All four self-efficacy sources were significantly correlated with the participants' English self-efficacy. Effects were strongest for mastery experience(β=.515), the second strongest for social persuasion(β=.305). Vicarious experience(β=.101) and physiological states(β=-.064) had relatively weaker effects. Conclusions The results indicated that the important sources of students' English self-efficacy were mastery experience and social persuasion. It means that mastery experience and social persuasion significanty predict students' English self-efficacy. More importantly, mastery experience was found to be the main predictor for English self-efficacy of students. Unlike the previous studies, social persuasion exceeded vicarious experience and physiological states in influencing the students' English self-efficacy. Results of the finidnings suggest the importance of teachers' roles in enhancing students' English self-efficacy.

This article takes the college English flipped classroom as the research object and analyzes the characteristics, existing problems, and optimization strategies of the flipped classroom model in college English teaching. This article expounds on the three main characteristics of the flipped classroom: personalized learning, enhanced classroom interaction, and rich teaching resources. This article points out the main problems existing in the flipped classroom in college English teaching, including uneven student participation, large differences in learning outcomes, and difficulties in the role transformation of teachers. In response to these issues, this article proposes three optimization strategies: improving student participation, paying attention to individual differences, and strengthening teacher training. This article summarizes the advantages and challenges of the flipped classroom model in college English teaching and proposes prospects for future research directions.

The study aimed at investigating the relationship between writing anxiety and writing self-efficacy in English for special education Arab learners of English. It also investigated the use of writing anxiety scores as a predictor of writing self-efficacy. In addition, it explored differences between males and females in both writing anxiety and writing self-efficacy in English. The sample of the study consisted of 90 intermediate school students in the state of Kuwait (47 males and 43 females); the mean age was 8.67 years and the standard deviation was 2.4 years. The descriptive research design was adopted in the study. The researchers used writing anxiety scale, writing self-efficacy scale and an achievement test in English writing skills. Results of the study showed that there is a positive relationship between students’ writing anxiety and writing self-efficacy for male students and the overall sample while no relationship was detected among these variables for female students. In addition, results revealed that writing anxiety scores could be used as a predictor of students’ writing self-efficacy in English for male students and the overall sample of the study whereas writing anxiety scores could not be used as a predictor of writing self-efficacy for female students. It was found that there were no statistically significant differences between male and female students in their scores of writing anxiety and writing self-efficacy in English Language.

English self-efficacy and English autonomous learning ability are two important influential factors on college English learning in China. This study aims to explore the English self-efficacy and autonomous learning ability of 386 undergraduate students in an application-oriented university in China and to reveal the relationship between them. It was found that students experienced a medium level of English self-efficacy but they did not sense they had the ability to complete tasks in English learning, that they reported a medium level of English autonomous learning ability but their abilities of using effective learning strategies and monitoring and applying the acquired knowledge have much space to be improved, and that there was a substantial association between the surveyed students’ English self-efficacy and their English autonomous learning ability and students’ English autonomous learning ability increases with improvement of their English self-efficacy. This article is intended to provide some insights on developing Chinese college students’ English self-efficacy and autonomous learning ability so as to promote their English learning.

With the rapid development of information technology, there are many emerging interactive teaching modes in the education system. In the new era, the traditional college English teaching is faced with many problems. The traditional college English teaching model cannot adapt to the development needs of the times. Thus, it is necessary to strengthen the reform in college English teaching and to achieve the goal of teaching information technology and college English Integration, strengthen the use of "flip classroom" teaching mode, so as to effectively promote the reform of college English teaching and innovation, improve the quality of college English teaching, and constantly improve the course content. Since the overall quality of students play an important role in the teaching. Based on this, the author conducted an in-depth study on college English "flip classroom" under the MOC class and put forward specific teaching strategies.

This study aims at the autonomy dimension of students in the college English flipped classroom based on the help of a sensor network to investigate and explore the status quo in each stage of the college English flipped classroom, analyse the shortcomings, and propose teaching suggestions. The college English curriculum reform has been in effect for more than 10 years since it started in 2004. Under the foreshadowing of information-assisted teaching, the flipped classroom teaching model also influences the reform of the Chinese traditional teaching model. The research conducted a one-semester flipped classroom teaching of college English in the subjects' classes. The study analyses the data using SPSS software for correlation analysis and finds that the correlation coefficient (r value) between the total score of autonomy and English performance is 0.904, the sig value is <0.05, and the two component values are highly correlated. Student autonomy is not only important in the English flipped classroom but also has a significant impact on students' performance.

Vocabulary knowledge is a key component for literacy skills as well as the development of communication deemed important for students to succeed in university. Gaining adequate receptive vocabulary knowledge would enhance a university student’s comprehension of academic texts. This descriptive study aims to investigate the receptive vocabulary knowledge among English major university students in Malaysia and Thailand. The sample comprises 80 English major students from Universiti Sultan Zainal Abidin (UniSZA), Malaysia and 86 English major students from Prince Songkla University (PSU), Thailand. A Vocabulary Size Test (VST) adopted from Nation and Beglar was employed to gather the primary data from the respondents about their receptive vocabulary knowledge. The Statistical Package for Social Sciences (SPSS) version 21.0 was used for data analysis. Results showed that, on average, UniSZA students had a higher VST score (44.64%) compared to that of PSU students (20.92%). The higher average score gained by UniSZA students was mainly due to early exposure to formal English education in schools. This study recommends preparing students with explicit academic vocabulary instruction, particularly in the beginning semester of an English programme, to meet the academic and professional needs of English major students in future. Keywords: Receptive vocabulary, productive vocabulary, Vocabulary Size Test (VST), breadth of vocabulary knowledge, depth of vocabulary knowledge.Cite as: Yunus, K., Mohamad, M., & Waelateh, B. (2016). The breadth of receptive vocabulary knowledge among English major university students. Journal of Nusantara Studies, 1(1), 7-17.

Informatization is one of the most important characteristics of the current era, Internet (including mobile Internet, called network for short in this paper) is an important medium of information dissemination, and its rapid development speed and penetration rate make the classroom life and extracurricular life of contemporary English major college students inseparable from network. Through the online questionnaire and field research for the influence of network on the extracurricular learning and life of English major college students in some universities in Chengdu, Leshan, Mianyang, Nanchong, and other regions in Sichuan, this paper makes a thorough analysis on the problems found, probes into the influence of network on the extracurricular study and life of English major college students and the consequence, and discusses how to use network to guide, serve and manage the extracurricular learning and life of English major college students.

This study aim of this research was to investigate the writing problems and writing strategies experienced by Thai EFL university students in a public university in Thailand. It also aimed to see whether there was a significant difference between the writing problems and writing strategies experienced by English major and non-English major students. The participants were 80 third-year undergraduate students consisting of 40 English major students and 40 non-English major students. The instruments employed in this study were the Writing Problems and Strategies Questionnaire and drafts of paragraph writing. The participants were asked about their problems they encountered when writing in English and their strategies they used when they wrote a paragraph in English. Also, they were asked to write a paragraph on the topic of their problems when they were about to write in English. It was found that there was a statistically significant difference between the writing problems encountered by both groups of students. The English major students had fewer writing problems than the non-English major students. In addition, there was a significant difference in the writing problems reflected in a paragraph written by both groups of students. The non-English major students had more problems about content and ideas, organizational pattern, the development of ideas, and language use than the English major students. Finally, there was a statistically significant difference between the writing strategies used by both groups of students. The English major students used more strategies than the non-English major students. Keywords : Writing problems, Writing strategies, Paragraph writing

This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

Flipped classroom is now one of the most highly valued models in universities. From domestic and foreign research, flipped classroom can provide language input for students’ autonomous learning via modern information technology, which creates more opportunities for classroom output activities and eventually can effectively improve the teaching effect of College English. This paper analyzes the concept of flipped classroom, summarizes the advantages and disadvantages of flipped classroom teaching model in College English teaching from the existing problems in English teaching, and focuses on the innovative exploration of flipped classroom for college English teaching ideas based on the characteristics and theoretical basis of flipped classroom teaching model. This paper is expected to provide implications for the implementation of the flipped classroom teaching model in College English teaching in China, so as to promote the reform of College English teaching, perfect the flipped classroom teaching model to adapt to the form of College English teaching in China, and lay the foundation for implementation of flipped classroom on a large scale.

The purpose of this study was to determine the mediating effect of English speaking skills (ESS) on the relationship between social literacy (SL) and student engagement (SE) among English major education students in the private Higher Educations Institutions (HEIs) in Region XI. By which, the study used a sequential explanatory mixed methods research design having a total of 300 English major students from the different private tertiary institution in Region XI as the research respondents. For the data analysis, medgraph was employed in determining the mediating effect of ESS on the relationship between SL and SE which was found to be significant partial mediation in this study. Then, through interviews and focus group discussion with 17 participants taken from the quantitative respondents, data were integrated with the findings in the quantitative aspect of the study. The participants confirmed the relationships and the functions of the variables in the mediation model. With the confirmation, it can be gleaned that there is substantial evidence that ESS is one of the reasons why SL could influence SE among English major students in the private tertiary institutions in Region XI as demonstrated in the partial mediation model. Thematic analysis of the qualitative data unveiled the essential themes generally confirming the connecting-merging-confirmation surfaced as the nature of data integration. KEYWORDS: Applied linguistics, English speaking skills, students social literacy, student engagement, English major students, Philippines.