English Self-efficacy Research Articles

학생의 영어 자기 효능감 수준에 적합한 교사 변혁적 리더십 행태와 영어 학습 내적 동기부여: 적합성 이론 관점

This study empirically investigated whether the levels of student’s satisfaction and credibility on an English teacher are high under the high degree of contextual fitness in the transformational leadership of an English teacher. The contextual variable in this study includes the English self-efficacy of a student. For this study, a questionnaire survey was performed. Participants were both first and second grade high school students in seven districts of Daegu, Korea. From the survey, 219 questionnaires were collected. Cluster Analysis was employed to analyze the levels of fitness between students’ English self-efficacy and the transformational leadership of an English teacher. The result showed that when the degrees of English self-efficacy are high, if the dimensions (i.e., consideration and influence, inspirational motivation, intellectual stimulation) of transformational leadership is highly actualized and the levels of intellectual stimulation are higher than consideration and influence, inspirational motivation, then, the levels of the students’ satisfaction and credibility about the English teacher are high. It was also found that when the levels of English self-efficacy are low, if the realizations of consideration and influence, inspirational motivation are higher than that of intellectual stimulation, then, the degrees of the students’ satisfaction and credibility was relatively high.

Playing games during pandemic, why not? The IDLE upon students’ efficacy and vocabulary

Advancements in the current era and challenges during the pandemic have given rise to an urgency for education practitioners and academicians to turn to informal learning outside the classroom. This is also the case with learners of English as a Foreign Language (EFL), who need to practise the language on an ongoing basis. For this purpose, they utilise the activity of digital gaming as a form of Informal Digital Learning of English (IDLE). This research examines the self-efficacy in learning English (as affective domain) and vocabulary mastery (as cognitive domain) of students with digital gaming experience within the IDLE framework. This sequential qualitative dominant mixed-method research involved 10 respondents out of 244 students with digital gaming experience. The data were collected by using a questionnaire, interview sessions, and receptive-productive vocabulary tests. The collected data were analysed according to Bandura’s Personal Agency (1989) and Raoofi’s (2012) study on self-efficacy, using descriptive statistics for vocabulary mastery, and Kallio et al.’s (2011) InSoGa model for measuring the degree of digital gaming. It was found that students with a medium and heavy degree of playtime or gaming experience had self-efficacy and good receptive-productive vocabulary mastery. The results also showed that efficacy degrees may vary, and students’ receptive test scores were always higher than or the same as their productive test scores. The findings showed IDLE-digital gaming could sustain in-class teaching through out-of-class learning. Thus, it implies that this research supports the IDLE-digital gaming application within an academic context.

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

Enhancing Students' Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps.

Creativity is an important 21st Century skill that enhances students’ ability to see new opportunities, confront new challenges, and adapt flexibly to the changing study, work and life situations. To nurture students with strong self-efficacy in creative thinking is as important as the contexts and strategies involved in its application. But how to develop sustainable interventions (without generating excessive workload for teachers) to promote students’ self-efficacy in creativity is a long-lasting challenge. This study presents a simple and relatively cost-effective instructional intervention, i.e., self-assessment mind maps, and examines its effect on students’ self-efficacy in creativity, self-efficacy in learning English, and academic performance in English language tests. A pretest-posttest non-equivalent design was adopted for the experimental and control groups of students in a Hong Kong primary school in 2021/22 Spring semester. The results show that students from the experimental group significantly outperformed those from the control group on self-efficacy in creativity after the intervention. However, the intervention did not improve students’ self-efficacy and test performance in English learning. The findings demonstrate the potential of self-assessment mind maps as an effective and sustainable instruction intervention to promote students’ higher-order abilities. This study sheds light on designing sustainable instructional strategies for empowerment in creativity.

Öz düzenleyici öğrenme stratejileri ve öz yeterlik inancının İngilizce öğrenme başarısını yordamadaki rolü

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students’ learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students’ English self-efficacy beliefs (R2 = .24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R2 = .04). Therefore, studies can be carried out to improve students’ self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

The study reports on the psychometric properties of instruments that can measure EFL students’ self-regulated learning strategy use and English grammar self-efficacy and examines the relationship between these two constructs. 350 male and 432 female students, aged between 16 and 17, from two high schools in Vietnam participated in the survey. The participants answered the Questionnaire of Self-Regulated Learning Strategies in Learning English Grammar (QSRLSLEG), and the Questionnaire of English Grammar Self-Efficacy (QEGSE). The disjoint two-stage approach for Partial Least Square-Structural Equation was used to analyze the data. The results showed that the 24-item QSRLSLEG and 8-item QEGSE have face, content, and construct validity and reliability. A moderate relationship between SRL strategies in English grammar learning and English grammar SE was found. Both instruments are reliable and valid assessment tools, providing useful information for researchers and English teachers to investigate important aspects of students’ self-regulation in learning English grammar.

The Relationship between High School Students' Metacognitive Awareness of Reading Strategies and English Self-Efficacy Beliefs

This study aimed to determine the relationship between high school students' metacognitive awareness of English reading strategies and their self-efficacy beliefs about English by using a correlational survey model. The study group consisted of 586 high school students from high schools in a county located in the Central Black Sea region in the 2017-2018 academic year. According to the results of the study, the descriptive values of the sub-dimensions of the Metacognitive Awareness of Reading Strategies Inventory, the students used problem-solving strategies most, which was followed by global reading strategies and support reading strategies respectively. High school students' metacognitive awareness of reading strategies level indicated a significant difference in gender and grade variables. The metacognitive awareness levels of high school students' reading strategies did not show a significant difference according to the age variable. The descriptive values of the sub-dimensions of the English Self-Efficacy Belief Scale, the highest self-efficacy beliefs of the students were about reading skills, which was followed by listening, writing, and speaking skills, respectively. The English self-efficacy beliefs of high school students in the study, showed a significant difference in all sub-dimensions according to gender and class variables. While high school students' self-efficacy beliefs about English showed a significant difference in reading, writing and speaking sub-dimensions according to the age variable, it did not show a significant difference in listening sub-dimension. There was a moderate, significant, and positive correlation between high school students' metacognitive awareness of English reading strategies and self-efficacy beliefs.

A Study of English Self-Efficacy among Art Majors Students

While self-efficacy has been investigated actively within the field of education, there is a current dearth of research on the English self-efficacy of art major students in the Chinese context. The present investigation aimed to explore the overall situation of English learning self-efficacy, the differences of art students by type of college and gender in English self-efficacy. The study was conducted by using mix-method with 211 participants. The research found that art students’ English learning self-efficacy is generally at the middle level, with the highest sense of behavior processing and the lowest sense of behavioral competence judgment. There was no significant difference in the type of college, but there was a significant difference in gender. This study thus provides empirical evidence that a more thorough consideration of strategies for improving English self-efficacy in art major students is needed.

The Relationship between Chinese College Students’ English Learning Anxiety and English Self-Efficacy in Chinese-Foreign Cooperative Education

The Relationship between Chinese College Students’ English Learning Anxiety and English Self-Efficacy in Chinese-Foreign Cooperative Education

Promoting Perceived English Reading Self-efficacy of Underserved Students Using an Out-of-Class Extensive Reading Module

Promoting Perceived English Reading Self-efficacy of Underserved Students Using an Out-of-Class Extensive Reading Module

Research on English Learners’ Self-efficacy in Rural Junior High Schools from the Perspective of Rural Revitalization

Currently, English learners in Chinese rural junior high schools have been increasingly focused by people in all walks of life, especially the government for they will function as an impetus to promote the construction as well as the growth of the new rural areas. Accordingly, this study will utilize the rural revitalization, a national strategy for rural areas to investigate some current situations on English learning self-efficacy of rural school students, which is an important factor affecting their learning, taking students of several rural middle schools in Suining, Sichuan province as participants and including the following research questions by virtue of the method of questionnaire, interview and literature analysis: 1) What is the current situation about English learning self-efficacy of rural junior high school students under the background of rural revitalization? 2) What factors can affect English learners’ learning self-efficacy against the background of rural revitalization? 3) Is there any positive or negative correlation between learners’ English learning self-efficacy and their academic achievements in the context of rural revitalization? Based on the outcomes of this research project, some valid and feasible strategies can be introduced to promote English learners’ self-efficacy and facilitate better achievements in English learning in rural junior high schools.

The Relationship among Turkish EFL Learners’ Willingness to Communicate in English, Self-efficacy Perceptions and Linguistic Self-confidence

The objective of this study was to investigate the level of English preparation class students’ WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students’ willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students’ self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.

Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

The Mediating Effect of English Self-efficacy on the Relationships between Motivation to Learn, Intention to Share Knowledge, and Job Performance Among Military Personnel

Extensive research on the relationship between employees' use of English in the workplace and their job performance has revealed that the use of English at work leads to increased job performance and positive interactions among staff. In relation to this, a good command of English among military staff, especially officers, is of great importance to the Armed Forces, as military personnel often serve abroad and need to be proficient in communicating their instructions and orders to a foreign team. Previous research has also shown that self-efficacy is a significant predictor of job performance; however, the role of self-efficacy in learning English language skills has not been widely explored as mediator in the relationship between motivation to learn, intention to share knowledge, and job performance. Therefore, this paper aims to develop a conceptual framework that can be used to improve the understanding of English self-efficacy and its relationship with employees’ motivation to learn, intention to share knowledge, and capability to complete a given task. This framework informs and guides future research that will test the hypothesized relationships. The findings would assist the English Department of the Education Directorate of the Malaysian Armed Forces to design or revise military training syllabi and approaches.

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

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.

The Relationship of Self-Regulated Learning, Academic Performance and Self-Efficacy of Grade 12 Students in English Modular Distance Learning in Kapayapaan Integrated School

Modular distance learning situates Filipino students to learn in their own homes ideally with the help of their parents/guardians and/or siblings acting as the “More Knowledgeable Other”. This is to assist in their learning process subsequently of the limited contact with teachers. However, this setup cannot be guaranteed for all students as parents and guardians have varied skills, knowledge, and attitudes. Thus, learners must use appropriate self-regulated learning (SRL) strategies in a distance learning setup. Findings revealed the SRL level of Grade 12 ABM, HUMMS, STEM students of Kapayapaan Integrated School in English modular learning manifests in goal setting, environment structuring, task strategies, time management, help seeking, and self-evaluation. Multiple regression analysis proved that SRL strategy of goal setting showed significant relationship with the students’ academic performance. Additionally, goal setting and environment structuring demonstrated significance in their English self-efficacy. Self-regulated learning strategies are necessary tools for students’ success and have a close relationship with selfefficacy and academic achievement. This study also suggests that by harnessing self-regulated learning skills, there may be increase in academic performance and self-efficacy in English, particularly in modular distance learning.

A CORRELATIONAL STUDY BETWEEN LEARNERS’ SATISFACTIONS WITH OFFLINE CLASS AND ENGLISH SELF-EFFICACY DURING THE COVID-19 PANDEMIC

Studies described that satisfaction and self-efficacy were mentioned as the utmost influencers in students’ academic performance. By saying that, the study was carried out to expose the level of satisfaction with offline class and English self-efficacy of the students, and to find out is there any correlation between those two-mentioned variables. Through random sample sampling technique, 32 senior high schools students located in local area, Bitung city, were gathered as a sample for this study. Two questionnaire were adapted, first from Asakereh & Dehghannezhad (2015) a questionnaire for satisfaction scale, and second from Sağlam & Arslan (2018) a questionnaire for English self-efficacy. The outcomes revealed that students’ level of satisfaction with offline class and English self-efficacy was at average level. Moreover, a significant negative correlation was revealed between students’ satisfaction with offline class and English self-efficacy. Finally, the study ends with recommendation also suggestion which required to be considered.

Effort as a Mediator of the Relationship between English Learning Self-Efficacy and Reading Comprehension Performance in the EFL Field: A Longitudinal Study

English language skills are considered of great value in the labor market and in the field of research. As such, learning English as a Foreign Language (EFL) becomes of great importance, especially for foreign students and employees working in international settings. The goal of the present study was to explore students’ self-efficacy in language learning (LSE), in contrast with general self-efficacy (GSE) and effort (EF) as predictors of students’ reading comprehension performance in English. Moreover, we hypothesized that effort mediates the relationship between LSE and reading comprehension performance. We explored the EFL learners who enrolled in academic English courses during a period of three months, one academic semester. Using a longitudinal design, at Time 1, the sample of 265 participants completed three questionnaires: GSE, LSE and EF scales. At Time 2, reading comprehension test was given to the participants who had completed the questionnaires previously. Results indicated that LSE, in contrast with GSE, is positively correlated with reading comprehension performance. Furthermore, the data showed that LSE is positively correlated with effort, and that effort is positively correlated with reading comprehension performance. Findings revealed that effort mediates the relationship between LSE and reading comprehension performance. Thus, our study contributes to the development of more effective teaching methods and provides EFL teachers the necessary tools to predict and enhance students’ achievements in the field. Implications and limitations for future research are discussed.

Psychometric properties of a self-efficacy scale for English language learners in Vietnam

Researchers and practitioners in the field of second language acquisition have come to realize the importance of non-cognitive skills such as self-efficacy and self-regulation in students’ learning of a second language. However, there has been limited systematic research on such measures in the second language context and the validity and reliability of their intended use and interpretation. The Questionnaire of English Self-Efficacy (QESE) was designed to measure English language learners’ self-efficacy beliefs. This study applied the Rasch model to evaluate the item-level psychometric properties of QESE and its adequacy for use in the Vietnamese context. The results demonstrated that the QESE items predominantly measured a unidimensional construct (i.e. self-efficacy beliefs in learning English as a second language). The scale was highly reliable, and its rating categories functioned effectively, reflecting varying levels of self-efficacy beliefs. Although the item difficulty hierarchical order was generally consistent with the anticipated hierarchy within the Vietnamese context, there were a few surprising results, contradicting what was previously found with Chinese students. For example, item 28 ( writing diaries in English) was a very difficult task for Vietnamese students, but a previous study showed that it was a moderately difficult task for Chinese students. Item 5 ( writing blogs on the Internet) was an easy task for Vietnamese students, but it was a difficult task for Chinese students. The findings provide directions for future research and have implications for helping professionals provide best practices that meet the unique educational needs of English language learners.