The Relation between Academic Self-Concept and English Proficiency: A Longitudinal Perspective

Abstract

This study intends to examine the relationship between student perceptions of academic self and English proficiency among university students in Taiwan from a longitudinal perspective. The subjects included 101 EFL freshmen assigned to different ability level classes for English instruction. They were not only assessed for their academic self-concept but also administered intermediate level GEPT listening and reading tests twice, at the start and end of their first academic year. Correlational and multiple regression analyses were conducted to ascertain (1) whether academic self-concept is significantly related to English proficiency both at the beginning and the end of the academic year, (2) whether students' prior academic self-concept scores can significantly predict their subsequent English performance assessed after a period of one academic year, and (3) whether students' prior English proficiency scores are able to significantly predict their subsequent academic self-concept near the end of the school year. The findings reveal that these EFL students' academic self-concept and their language proficiency are significantly correlated. Moderate Pearson correlations between these two variables were obtained both at the beginning and end of the academic year (.516 and .429 respectively). Further, students' prior academic self-concept measured at the beginning of the first semester served as a significant predictor of subsequent English performance. Likewise, prior English performance significantly contributed to the prediction of subsequent academic self-concept. Of the two major factors of academic self-concept, academic effort contributed more to the prediction of subsequent language performance than academic confidence. Student listening proficiency served as a better predictor of subsequent academic self-concept than reading proficiency. The findings establish a mutual relationship between the students' domain-specific academic self-concept and their language proficiency.