English Self-efficacy Research Articles

The Impact of Quality of Experience of Chinese College Students on Internet-Based Resources English Learning

Since Internet-based resources provides various and practical forms of English learning materials, Internet-based resources English learning is a common way for the younger generation. However, not like adult learning, university students need stronger motivation to learn English from Internet-based resources. This study surveyed Chinese college students in Central China to reveal the relationship between cultural intelligence, hedonic motivation, English self-efficacy, online experience quality, and willingness to continue learning online English. Using online media platforms and convenient sampling methods, a total of 385 questionnaires were collected. The data analysis was divided into three phases, descriptive analysis, measurement model evaluation, and structural equation model examination. The results showed Internet quality of experience significantly impacted English continuous learning intention. Cultural intelligence, English self-efficacy, and hedonic motivation all influenced significantly on Internet quality of experience and hedonic motivation had the strongest impact. In addition, the mediation effects of Internet quality of experience to these three factors and Internet-based resources English continuous learning intention all existed. Finally, the research results show cultural intelligence, English self-efficacy, and hedonic motivation were all examined significantly impacting Internet quality of experience statistically. English learning hedonic motivation is the most influencing factor. Therefore, English learning material should be attractive, fun, and enjoyable. This is what the teachers should think of and emphasize when to recommend learning material for students.

Investigating self-beliefs and success for English medium instruction learners studying finance

English is increasingly being used as a medium instruction in business education at the tertiary level, with its growth fueled by university internationalization. As a result, many students enrolled in English medium business programs are learning through a second or foreign language, with variant levels of prior knowledge and experiences. This raises questions over the impact these factors have on students’ ability to succeed. This paper reports on an investigation of the extent that English language proficiency, mathematical ability, English self-efficacy, mathematical self-efficacy, experience overseas, and gender predict success in studying finance in English at a university in Japan.

Research on Minority College Students’ Engagement in English Learning

This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.

Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic

The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students’ meaningful online English learning, this study surveyed 529 Chinese university students on their perceptions of authentic language learning (AULL), self-directed learning (SDL), collaborative learning (CL), and their English self-efficacy (ESE) during the online learning period of the COVID-19 pandemic. The validation findings indicated that the survey possessed satisfactory validity and internal consistency. Survey results revealed Chinese university students’ meaningful language learning with technology in an online English course during the COVID-19 pandemic. Structural equation modelling (SEM) unveiled the interconnected relationships among AULL, SDL, CL, and students’ ESE. More importantly, the mediating effects of SDL and CL offered a deeper understanding of language learners’ meaningful online learning process. Results can inform educators about the importance of structuring authentic language learning with SDL and CL for both online and face-to-face learning beyond the pandemic.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40299-021-00571-z.

The growth trajectories of L2 self-efficacy and its effects on L2 learning: Using a curve-of-factors model

AbstractNumerous empirical studies confirm the role of self-efficacy in the foreign/second language (L2) learning context. Despite this, few studies have explored the construct of L2 English self-efficacy (L2 self-efficacy) from a longitudinal perspective. This study investigates the developmental features of self-efficacy in English L2 learning by focusing on two research questions: first, whether L2 self-efficacy is a changeable construct, and second, whether L2 self-efficacy growth factors affect L2 English learning outcomes over time. A sample was obtained from the Gyeonggi Education Panel Study (N = 4,501; 1,967 female, 2,084 male) from 63 secondary schools in South Korea. The curve-of-factor model approach using Mplus 8.4 revealed that L2 self-efficacy slightly increased over three years. Furthermore, the growth of L2 self-efficacy beliefs was positively associated with L2 learning outcome-related variables including L2 class comprehension, L2 class engagement, and L2 achievement, after controlling for the effect of prior attainment and family socioeconomic factors. The findings are discussed in terms of applied language teaching and learning practices, the pedagogical implications in second language acquisition, and further research.

Non-English Majors’ Writing Self-Efficacy and Attribution in Learning English as a Foreign Language

This study examines the relationship between writing self-efficacy, attribution, and writing proficiency of college students in learning English as a foreign language (EFL) context. The scales of writing self-efficacy and attribution were administered to 142 Chinese first-grade non-English majors. Research findings showed that these EFL learners maintained a medium level of writing self-efficacy and tended to attribute their writing outcomes to internal causes. Independent sample t-test indicated that gender exerted no significant influence on EFL writing self-efficacy, and only the attribution cause luck significantly differed between boys and girls. Besides, high-achievers reported stronger writing self-efficacy and skill self-efficacy, while no significant difference in task self-efficacy was found between high-achievers and low-achievers. One-way ANOVA results revealed that regardless of writing level, students tended to attribute their writing success or failure to internal factors such as ability and effort, while low-achievers were also inclined to attribute externally. Pedagogical implications were also discussed.

Measuring English Language Self-Efficacy: Psychometric Properties and Use

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.

Factors affecting Macau undergraduate students' acceptance of hospitality English app: applicability of UTAUT model

This paper tests the acceptance of hospitality English app by undergraduate students in Macau. In order to supplement the unified theory of acceptance and use of technology (UTAUT) model, the study proposes six factors of smartphone hospitality English app use willingness: performance expectancy, effort expectancy, social influence, facilitating condition, perceived entertainment and English self-efficacy. 392 valid data were collected in three universities of Macau, and partial least squares structural equation modelling was used to analyse the data. Results showed that performance expectancy, social influence, perceived entertainment, and English self-efficacy had positive influences to the intention of using hospitality English app for Macau undergraduate students. On the other hand, effort expectancy and facilitating condition were not significant predictors to Macau undergraduate students' intention to use hospitality English app. According to the findings in this study, discussions and implications are also provided to related researchers and the hospitality English app developers.

Yabancı Dil ile İlgili Kalıplaşmış Düşünceler ile Yabancı Dilin Öz Yeterlilik İnançları Arasındaki İlişki

The aim of this study is to examine the relationship between undergraduate students’ stereotyped thoughts about foreign language and their perception of foreign language self-efficacy in terms of some variables. The study was conducted as correlational research method, one of the quantitative research methods. The sample of the study consists of undergraduate students studying at the Faculty of Education at a state university in Western Black Sea Region in Turkey during the academic year of 2018-2019. A total number of 352 participants were included into the study via simple random sampling method. As data collection tools, two five-point Likert-type " Stereotyped Thoughts about Foreign Languages Scale" and "English Self-Efficacy Scale" were used. As a result of the study, it was found out that participants' stereotyped thoughts about foreign language and their self-efficacy levels about English were at a medium level. In addition, it was found that there is a significant and positive relationship between stereotyped thoughts and self-efficacy of the participants, albeit at a low level. Researchers revealed that self-efficacy in L2 English significantly explained the variance in stereotyped thoughts about foreign language. Moreover, stereotypes about the foreign language significantly explain the variance in participants' English self-efficacy.

DISCOVERING SELF-EFFICACY BELIEFS OF EFL LEARNERS AND THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ACADEMIC ACHIEVEMENT

The main purpose of the study was to investigate a) the self-efficacy level of learners of English as a foreign language (EFL) in the process of learning English, b) whether their self-efficacy levels differ according to variables, such as proficiency levels and gender. It also targets c) to explore how self-efficient EFL learners are in terms of listening, reading, writing, and speaking skills. In addition, the study also aims at d) investigating whether there is a relationship between the self-efficacy level of Turkish EFL learners and their academic achievement. The setting of the study is a preparatory program. This study was implemented with 525 students enrolled at a state university in Turkey and carried out during the spring semester of the 2016- 2017 academic year. The study followed a mixed-method design; first, quantitative data was collected through a questionnaire, “Questionnaire of English Self-efficacy”, developed by Acikel (2011) and adapted by the researcher. The results of the questionnaire were analysed via Statistical Package for the Social Sciences (SPSS) 22.0. Secondly, semi-structured interviews, whose protocol was developed by the researcher, with randomly selected 24 participants were carried out to assist the quantitative data with the qualitative one.

The Effect of Mobile Learning on Students’ Reading Self-Efficacy: A Case Study of the APP “English Liulishuo”

A number of studies have been conducted regarding self-efficacy in the field of foreign language learning. Yet, with the popularity of mobile learning, research on the relationship between mobile learning and self-efficacy in this field is still limited. To bridge the gap, the study aims to investigate the effects of mobile learning on students’ reading self-efficacy, i.e. whether the use of mobile learning can improve students’ English reading self-efficacy. A questionnaire is employed to collect data from 294 non-English major students in universities. To survey the effect of mobile learning on students’ reading self-efficacy, the data is accessed by the software SPSS 20.0. Results of independent T test demonstrate that for overall students, reading self-efficacy for students who have used the app is significantly different from those who haven’t in overall reading skills and in the four dimensions of reading skills, i.e. basic reading skills, applied reading skills, reading task skills, and advanced reading skills. As for students with relatively better reading performance, the results are consistent. However, for students with relatively weak reading performance, the reading self-efficacy of students who have used the app only shows significant differences in overall reading skills and in the two dimensions of basic reading skills and applied reading skills, but shows no difference in the dimensions of reading task skills and advanced reading skills. Finally, practical suggestions for mobile learning and students’ English reading are given.

RELATIONSHIP BETWEEN STUDENTS' SELF-EFFICACY IN LEARNING ENGLISH AND THEIR ENGLISH LEARNING ACHIEVEMENT AT THE TENTH GRADE OF SMAN 04 SOUTH TAMBUN IN 2019/2020 ACADEMIC YEAR

The objective of this study was to find out the relation between students' self-efficacy belief in learning English and their English learning achievement of the tenth grade students of SMAN 4 South Tambun in 2019/2020 academic year. This study used correlational study between two variables which was included in quantitative research. In this study, the writer took one class of tenth grade students which consist of 36 students as the sample. The writer found the correlation coefficient (r) result between students' self-efficacy in learning English and their English learning achievement which was 0,628. Afterward, the writer compared r result to the interpretation of correlation table and showed there was positive correlation. Thus, It proves that self-efficacy belief encourages and helps students to improve their skills and self-confidence, and finally achieve better learning outcomes.
 Keywords: Self-Efficacy, Learning, Learning Achievement, English Learning Achievement.

The Relation among Implicit Theories of Intelligence, a Sense of Community and Career Maturity in Middle School Students: Moderated Mediation Effect of Korean, English, and Mathematics Self-Efficacy

The Relation among Implicit Theories of Intelligence, a Sense of Community and Career Maturity in Middle School Students: Moderated Mediation Effect of Korean, English, and Mathematics Self-Efficacy

Feedback behaviour and preference in university academic English courses: associations with English language self-efficacy

While there has been much research detailing how English as a foreign language (EFL) students attending English for academic purposes (EAP) courses struggle with a wide array of challenges when adjusting to university English-medium instruction, how these students use feedback to self-regulate their academic English learning and what contributes to or hinders this remain unknown. This study investigates Chinese university students’ feedback behaviour and preferences in academic English course settings and their associations with English language self-efficacy within the context of recent feedback research in higher education. Apart from a dominant preference for teacher evaluative feedback, the students were found to be more likely to act on teacher feedback than to proactively seek feedback. English language self-efficacy was also shown to have significant influence on both feedback behaviour and preference. In the light of these results, this paper argues for a pressing need to extend the notion of feedback in academic English courses from viewing it as information transmission or ‘telling’ to recognising it as an iterative process whereby students make sense of information from various sources and use it to enhance their academic English learning.

Perfectionism and English Learners’ Self-efficacy

The purpose of this study is to examine the relationship between students’ English selfefficacy and the three types of perfectionism (adaptive, maladaptive, and non-perfectionists). A sample of 114 high-intermediate and advanced ESL students completed two self-reported surveys: the Questionnaire of English Self-Efficacy (QESE) scale and the Revised Almost Perfect Scale (APS-R). Pearson correlation, the hierarchical cluster analysis, MANOVA, and independent samples t-test were run. The main results showed that the total English self-efficacy scale and its four subscales correlated significantly with the Order and High Standards subscales. However, the Discrepancy subscale did not significantly correlate with the total English self-efficacy scale or with any of the four selfefficacy subscales. In addition, there was a significant main effect for perfectionism on students’ English self-efficacy: adaptive perfectionists scored higher than both maladaptive perfectionists and non-perfectionists while the non-perfectionists scored the lowest. However, there was not any significant interaction between English levels and perfectionism.

Longitudinal relations between South Korean adolescents' academic self-efficacy and values in mathematics and English.

Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior evidence has been provided based on samples of students from Western countries (Europe, United States). The current study was designed to examine the reciprocal relation between academic self-efficacy and values with a sample from another culture, namely South Korea. We used nationally representative longitudinal data of 6,908 students in seventh grade (Mage =12.83years). We analysed the data tracking our sample from 7th grade to 11th grade. Latent cross-lagged models of academic self-efficacy and values in mathematics and English for 5years were tested, while controlling for gender, achievement, and family income. In both mathematics and English domains, there emerged significant unidirectional paths from prior values to later self-efficacy from Grades 8 to 11. For English, significant unidirectional paths from prior self-efficacy to later values additionally emerged from Grades 8 to 9. That is, significant reciprocity between self-efficacy and values was found for English from Grades 8 to 9. Relatively consistent paths from prior values to later self-efficacy were identified among Korean adolescents, distinct from prior work focusing on students from Western countries. The results underscore the importance of considering different educational contexts and suggest the critical role of values in the development of Korean adolescents' academic self-efficacy.

Is There an “Expectancy × Value” Effect? Investigating the Impact of Self-Efficacy and Learning Motives on Chinese Undergraduates’ Use of Deep Language Learning Strategies

Drawing from Expectancy-Value Theory, this study explored the extent to which the interaction between learning motives for and self-efficacy in learning English as a foreign language (EFL) predicted deep language learning strategies by involving 693 undergraduates from mainland China in a survey. Stepwise multiple regression indicated that (i) as for the impact on language use strategies, the interaction was significant between self-efficacy and instrumental motives while it was insignificant between self-efficacy and intrinsic motives; (ii) as for the impact on language learning management strategies, the interactions between self-efficacy and two motives were both significant. This study develops existing language learning theories through (i) generating evidence to support the existence of the “Expectancy × Value” interaction in the context of learning EFL, and (ii) revealing the motive-specific and strategy-specific features of the interaction when deep language learning strategies are under investigation. Implications for enhancing students’ deep language learning strategies are discussed.

Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China

The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.

Examining English Self-Efficacy Beliefs of University Preparatory Class Students

Purpose: Students in Turkey have difficulty reaching fluency in English. Affective factors in teaching English are as important as cognitive factors. Perceived self-efficacy, an affective factor, is known to influence learning a second language. This study explores the effects of a university preparatory school’s English curriculum on its students’ self-efficacy beliefs to understand if the design, application and evaluation of the curriculum could be better suited to English language learners. Research Method: 426 students participated in the research, conducted with the cross-sectional survey design. An adapted psychometric scale was used to measure students’ levels of English self-efficacy beliefs. In addition, an open-ended questionnaire was distributed to the participants to better understand their views on the sources of self-efficacy. The data were analyzed using paired samples t-test, percentages and frequency distributions. Findings: Findings revealed that preparatory class practices increased students’ self-efficacy beliefs in all sub-dimensions. The fear of making mistakes, losing face, and not being able to express their opinions negatively affected students’ self-efficacy beliefs. Applying the language in productive activities, showing effort to use English in daily life and taking responsibility within the context of the English curriculum, modelling after positive behavior of the teachers and friends, and encouraging expressions by the teachers positively affected students’ self-efficacy beliefs. Implications for Research and Practice: To develop professional teacher training programs that apply more effective activities and provide better feedback and correction, it is imperative to establish better communication with the students and understand how to integrate technology in the language lessons.

An investigation of the structure and role of English as a Foreign Language self-efficacy beliefs in the workplace

This study investigated the structure and role of the perceived English self-efficacy of French-speaking employees working in the health industry. Communicative competence in English as a Foreign Language is typically broken down into four language skills: reading, writing, listening and speaking. People may make use of one or more of these skills in their daily working lives, such as when they listen and speak during conversations. A professional English self-efficacy questionnaire (PESEQ) was developed in order to understand if and how EFL self-efficacy beliefs emerged in the organizational context as distinct psychological factors in connection with the four language skills. The scale was validated with 543 participants from the same organization. The exploratory and confirmatory factor analyses lead to the identification of three dimensions linked to a general self-efficacy factor: media understanding, receptive and productive written communication (reading and writing), receptive and productive oral communication (listening and speaking). A causal path model highlighted the indirect effect of pre-training professional English self-efficacy to on-the-job transfer, through its influence on motivation to learn, post-training performance self-efficacy and motivation to transfer. The discussion section addresses limitations and perspectives for research and teaching practices.