Foreign Language Self-efficacy Research Articles

Review Research on Foreign Language Anxiety and Foreign Language Self-Efficacy

Stephen Krashen points out emotional factors are of vital importance in second language acquisition (SLA) in the affective filter hypothesis, and the humanistic educational ideas represented by Carl Rogers also emphasize the important role of it. Anxiety and self-efficacy are two major factors that have greatly affected students’ foreign language learning (FLL) and their performance. This paper mainly reviews the concepts, development, and influencing factors of foreign language anxiety (FLA) and foreign language (FL) self-efficacy, concluding their relationship that the two factors are interactive which are in accordance with the cyclical relationship between anxiety, motivation, confidence and behavior. Pedagogically, figuring out the correlation between FL self-efficacy and FLA can improve learners’ SLA performance. In the end, the paper proposes feasible intervention measures for teaching from the relationship between FLA and FL self-efficacy. Teachers are expected to adjust FLA and enhance students’ FL self-efficacy of SLA, for students, maintaining an energetic and active study state is of vital importance.

Foreign language anxiety and foreign language self-efficacy: a meta-analysis

Foreign language anxiety and foreign language self-efficacy: a meta-analysis

Formation of TPACK and Acmeological Competency of Future Teachers in Foreign Language Education

The aim of this study is to determine the effects of acmeological-based teaching activities in foreign language lessons on learners' foreign language self-efficacy, foreign language learning motivation and Technological Pedagogical Content Knowledge (TPACK) skills. The research was carried out in the Faculty of Foreign Languages, Department of the Theory and Practice of Foreign Languages Training of a university in Kazakhstan in the 2021-2022 academic year. The study, which was conducted with 35 students in the experimental and 35 control groups for 6 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. Foreign language learning self-efficacy scale, foreign language learning motivation scale and TPACK skill test were used as data collection tools in the study. According to the findings of the study, it was determined that there was a significant difference in favor of the experimental group in the post-test scores (foreign language learning self-efficacy, foreign language learning motivation and TPACK skill test scores) of the experimental group, in which activities based on the acmeological approach, and the control group, in which traditional teaching was applied.

A STUDY ON THE CORRELATION BETWEEN PSYCHOLOGICAL ANXIETY, SELF-EFFICACY AND FOREIGN LANGUAGE LEARNING ACHIEVEMENT

A STUDY ON THE CORRELATION BETWEEN PSYCHOLOGICAL ANXIETY, SELF-EFFICACY AND FOREIGN LANGUAGE LEARNING ACHIEVEMENT

Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire

This article outlines the development of a 16-item instrument for measuring language learner’s foreign language self-efficacy (SE) concerning their speaking and listening skills through repeated administrations to groups of Japanese tertiary students. Responses were analysed through the Rasch model, which allows researchers to investigate unidimensionality of each proposed component, as well as the functioning of individual items. Logit scores from Rasch were used for a regression analysis of listening SE with listening proficiency test data, and a correlation study with speaking SE and speaking proficiency scores of a subset of participants. The results suggest that the two proposed components in the instrument are unidimensional and are able to differentiate between different levels of SE among participants. Also, there are low to moderate correlations between learners’ aural/oral SE and their language proficiency.

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners’ academic achievement. Moreover, FLA was a negative predictor of students’ academic performance. Therefore, students’ FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and ‘traditional’ classrooms. The implications of the findings for teachers and language learners are also discussed

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.

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.

Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance

Learning is a process that involves both cognitive and affective components and that requires appropriate educational strategies. The present study investigates the links between self-efficacy and anxiety in second language learning, and the effectiveness of the singing songs teaching strategy upon students’ speaking performance. In particular, we tested whether singing songs in class during English lessons affects the relationship between self-efficacy, anxiety and performance in a group of Italian high school students learning English as a second language (N = 132; age ranging 16-19 years). The data were collected through a production task in which the vocabulary extension, the number of words, and the fluency of speech were coded and calculated as a general indicator of students’ linguistic competence. In addition, students were asked about their use of singing as an educational activity during English lessons. Results of bootstrapping analyses confirmed our prediction that foreign language self-efficacy is correlated to performance, through the mediation of anxiety. Our results also showed that the use of a singing songs strategy moderates the association of low self-efficacy to anxiety and performance, thus suggesting its plausibility as a positive pedagogical tool in second language learning activities. The theoretical and practical implications are discussed.

The Relationship Between Foreign Language Classroom Anxiety and Background Variables in a Multilingual Context

This paper sets out to investigate the potential correlation between foreign language classroom anxiety (FLCA) and four background variables (gender, self-efficacy, self-perceived proficiency, and experience abroad) among multilingual EFL college-level students in Saudi Arabia. A group of 191 participants (80 females, 111 males) took part in the study by answering an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986) as well as the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The statistical analyses revealed that participants experienced low to moderate rates of FLCA with females exhibiting higher levels of FLCAS than males. Statistical analyses showed that gender, self- efficacy and English self-perceived proficiency were significant predictors of FLCA in a multilingual context. In addition, experience abroad was not correlated with FLCA.

INVESTIGATION OF HIGH SCHOOL STUDENTS’ STEREOTYPED THOUGHTS ABOUT FOREIGN LANGUAGE AND ENGLISH SELF-EFFICACY PERCEPTIONS IN TERMS OF SOME VARIABLES

The aim of this study is to examine the relationship between stereotyped thoughts about foreign language and English self-efficacy perception of high school students in terms of various variables. 900 students from different high schools in Ankara, Turkey attended this study as a sample group. Data were collected through “Scale for Stereotyped Thoughts about Foreign Language” (Unal, 2015) and “English Self-efficacy Perception” (Yanar, 2008). t-Test, one way ANOVA, Kruskal Wallis, Mann Whitney U, Pearson correlation, Regression analysis was used to analyze the data. This study was designed with comparative correlational survey design. There is statistically significant difference in their stereotyped thoughts about foreign language in terms of private/state high school, the aim of learning English variables. There are statistically significant differences in their foreign language self-efficacy perceptions in terms of private/state high school, weekly studying hours, and the aim of learning English variables. Pearson-r correlation revealed no significant relationship between the Stereotyped Thoughts toward foreign language and English Self-efficacy Perception of Students. Regression analysis showed that stereotyped thoughts can not predict English self-efficacy. Article visualizations:

Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self-Perceived Proficiency and Sociobiographical Variables

The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though knowledge of a third language and experience abroad were correlated with FLA, they had no effect on participants’ anxiety.

Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self- Perceived Proficiency and Sociobiographical Variables

The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres & Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though knowledge of a third language and experience abroad were correlated with FLA, they had no effect on participants’ anxiety.

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

The powerful role of self-efficacy within human development broadly, and in education specifically, is widely acknowledged. Less is understood about how self-efficacy might transfer between domains of varying conceptual distance. The current study examines academic self-efficacy in three domains (mathematics, Japanese and foreign language) across students’ first year at junior high school. Two studies were conducted each including three school (study-A: n=480; study-B: n=398) to support a test and retest of the differences and inter-relationships across this critical period of adjustment. Difference testing presented a general pattern of significant small declines in students’ self-efficacy for all three subjects. Longitudinal latent analyses indicated a consistent moderate effect from foreign language self-efficacy to native language self-efficacy. The pattern of declines, while consistent with research in Western contexts is a source of concern. The transfer of self-efficacy from foreign to native language learning has educational and broad theoretical implications.

Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework

ABSTRACTThis study investigated differences in students’ foreign language anxiety and foreign language self-efficacy related to skill-specific foreign language tasks (i.e., speaking, listening, reading, and writing) across five levels of university foreign language coursework. A total of 206 participants in 12 university Spanish classrooms (ranging from Beginning Spanish I to Intermediate Spanish II) were surveyed for this study. The findings revealed that students who have higher levels of skill-specific foreign language anxieties provided corresponding lower ratings on skill-specific foreign language self-efficacies. Analyses also revealed that students’ ratings for foreign language anxiety for each foreign language-learning skill were not significantly different across the five levels of coursework. However, students’ ratings of foreign language self-efficacies for each foreign language-learning skill were significantly different across different levels of coursework.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

The Interface Between Self-Efficacy Concerning the Self-Assessment on Students Studying English as a Foreign Language

A growing body of research in the field of EFL/ESL learning involves issues relevant to learners and their individual differences since the focus of education has shifted from teacher-directed to learner-oriented instruction in recent decades. This study grounded in self-efficacy and affective theories, sought to determine if a self-assessment would increase students’ self-efficacy. The purpose of this study was to investigate the effect of a continuous self- assessment element on the self-efficacy of undergraduate students studying English as a foreign language. All participants completed the English as a Foreign Language Self-Efficacy Questionnaire (SEQ) during the first week of the semester (i.e., pretest) and during the final week of the semester (i.e., posttest). Participants in the treatment group also completed weekly Self-Assessment Questionnaires throughout the semester. However, English undergraduate students’ self-efficacy seemed to be heightened significantly more with continuous self-assessment than without it.