E-Books to Enhance College Learners’ English Self-Efficacy

Yang, Peng

doi:10.31014/aior.1993.01.01.7

Cited by 3 publications

(3 citation statements)

References 24 publications

(29 reference statements)

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“…The results of previous findings found that the use of comic-style picture storybooks affected increasing student self-efficacy (Sipahutar, 2020). Other research states that there is an effect of using digital picture storybooks on students' self-efficacy (Chen, 2022;Yang, 2018). With increased self-efficacy, students will automatically participate in learning.…”

Section: Discussionmentioning

confidence: 93%

“…With increased self-efficacy, students will automatically participate in learning. The use of pop-up book learning media involves students directly and provides opportunities for students to actively participate in the learning process (Damayanti et al, 2021;Yang, 2018). A collection of texts in the form of stories with pictures will give positive messages to children and impress children so that they are properly implemented for elementary school.…”

Section: Discussionmentioning

confidence: 99%

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Digital Picture Storybooks, Can Increase Students' Self-Efficacy and Interest in Learning?

Kamil

Izzaty

Patmawati

2023

j. ilm. sekol. Dasar

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There are still many students who need help with self-efficacy. This problem has an impact on the low interest in learning. One way to overcome these problems is to use appropriate learning media. This study aims to produce digital picture storybooks reviewed from the feasibility aspect based on the results of validation by experts and to know the practicality and effectiveness of digital picture storybooks in increasing self-efficacy and learning interest in fourth-grade elementary school students. This research is research and development with the Borg & Gall model. Data collection was carried out through interviews, scales, and questionnaires. Data analysis used the N Gain test, Independent Sample t-Test, Paired Sample t Test, and the MANOVA test. The results showed that digital picture storybooks were feasible to use based on the results of the validation of material experts and the results of validation of media experts and practical use based on the results of the teacher's response questionnaire and the results of student responses. The results of the N Gain test showed an increase in self-efficacy and student learning interest in the experimental group, which was higher than the control class. It was concluded that digital picture storybooks effectively increased the self-efficacy and learning interest of fourth-grade elementary school students.

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Digital Picture Storybooks, Can Increase Students' Self-Efficacy and Interest in Learning?

Kamil

Izzaty

Patmawati

2023

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

show abstract

“…Then, Yang discussed the impact of generalpurpose e-book reading activities on English learners' English self-efficacy and language learning concepts. The survey results showed that after the e-book reading activity, the participants' overall English ability and self-confidence have been enhanced [40]. Moreover, Li has found that college students' English anxiety would be affected by internal factors to varying degrees, including self-efficacy, motivation, attribution, and business English perspectives [41].…”

Section: English Self-efficacymentioning

confidence: 99%

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

Gao

2021

Future Internet

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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.

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Overcoming Self-Efficacy Challenges in Teachers and Prospective Teachers: Key Factors and Solutions

Menno,

Simanjuntak,

Linda

2024

indonesian j. educ. res. rev.

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Self-efficacy relates to teachers' belief in their ability to carry out successful instruction and influences teachers to carry out their roles in learning. This literature review aims to explore the factors that influence teachers' and prospective teachers' self-efficacy, explore the challenges faced, and present solutions that may assist in enhancing self-efficacy. The method used is a literature review which includes planning, conducting, and reporting stages. 31 articles were used in this literature review obtained by searching and collecting in Scopus, Google Scholar, and ERIC databases, and through screening and selection based on inclusion criteria. Based on the results of the literature review, the factors that influence and pose challenges to the self-efficacy of teachers and prospective teachers are factors of practice and mastery of competencies, factors of differences in environment, culture, and student needs, factors of school organizational conditions and learning environments, and factors of pressure experienced by teachers and prospective teachers. The solutions to the self-efficacy challenges found include the implementation of education, training, and development programs, a good and collaborative school organization and environment, induction and mentoring programs, and attention to teacher welfare, counseling, and stress management. Collaboration between the government, educational institutions, schools, and communities is needed to develop the self-efficacy of teachers and prospective teachers and enhance the quality of education through supportive policies, a comprehensive curriculum, and a conducive learning environment.

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E-Books to Enhance College Learners’ English Self-Efficacy

Cited by 3 publications

References 24 publications

Digital Picture Storybooks, Can Increase Students' Self-Efficacy and Interest in Learning?

Digital Picture Storybooks, Can Increase Students' Self-Efficacy and Interest in Learning?

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

Overcoming Self-Efficacy Challenges in Teachers and Prospective Teachers: Key Factors and Solutions

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