Exploring EFL Learners’ Perceived Self-efficacy and Beliefs on English Language Learning

Genç, Gülten; Kuluşaklı, Emine; Aydin, Savas

doi:10.14221/ajte.2016v41n2.4

Cited by 60 publications

(59 citation statements)

References 30 publications

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“…This finding speaks to another previous study, which suggests a similar result (Roshandel, Ghonsooly, & Ghanizadeh, 2018). However, another study also highlighted that students in EFL context possess a moderate self-efficacy level (Genc, Kulusakli, & Aydin, 2016).…”

Section: Discussionsupporting

confidence: 85%

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Hadriana

2020

JSSR

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Many studies have delved into the connection between self-efficacy and language anxiety. However, the findings are somewhat inconsistent: self-efficacy has either positive, negative or no relationship at all with language anxiety. Therefore, this research aims to examine the relationship between students’ self-efficacy and language anxiety in learning speaking in EFL classroom. The subjects of this study were second-year English Department students at the University of Riau, Indonesia taking Speaking subject (N = 40). Data on their self-efficacy and language anxiety were collected through the questionnaire. The data analysis results reveal that the students have very good self-efficacy in speaking. They also show a moderate level of anxiety. However, statistical analysis reveals that there is no relationship between the two variables. Despite the limited number of participant, this finding is expected to shed a light on the contribution of self-efficacy and anxiety on learning speaking in EFL context. This finding suggests that although the self-efficacy and anxiety levels were similar with previous studies, there might be different patterns of relationship between these variables depending on the context. This implies that teachers should be aware of this before taking any measure to improve students speaking skills.

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Section: Discussionsupporting

confidence: 85%

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Hadriana

2020

JSSR

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“…Entre los argumentos esgrimidos al respecto de la primera alternativa (formación docente), proponen "obligar a los profesores a formarse adecuadamente en la L2" (estudiante 2, comunicación personal, 14 de febrero de 2020), algo ya conocido para otros contextos (Genç, 2016;Yin, 2019); o que "la solución más factible que veo es que el profesor se apunte a una academia de inglés" (estudiante 3, comunicación personal, 14 de febrero de 2020). Para la segunda alternativa (competencia oral, pronunciación), los informantes proponen soluciones del tipo "escuchar y hablar más; más canciones o conversaciones en inglés" (estudiante 4, comunicación personal, 12 de febrero de 2020).…”

Section: Lack Of Foreign Language Competenceunclassified

“I repeat the question porque no me entero”: El uso de la L1 en clase de didáctica del inglés como lengua extranjera por parte de maestros en formación de Educación Primaria

PARRADO-COLLANTES

2020

PyR

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“…Pajares research show that students' confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school [30]. Genç, Kuluşakl, and Aydın to 210 participant's Turkish English Foreign Language undergraduate students whose major is English found significant relationships between self-efficacy and beliefs in language learning [33]. Rahimi and Abedini study to 28 students were studying at the University of Kashan and 33 students were studying at the Payamenur University of Naragh indicated that listening comprehension self-efficacy was significantly related to listening proficiency [34].…”

Section: ) Define and Function Of Self-efficacy: Schunk Definesmentioning

confidence: 99%

Student’s Self-Efficacy in Speaking Learning

Lisnawati¹,

Yuniawati²,

Kartadireja³

2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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This study aims to describe ways that can be used to improve students' self-efficacy in speaking learning. This research uses a descriptive qualitative method with literature study techniques. One of the causes of student speaking difficulties is anxiety. Anxiety is associated with low self-efficacy. Self-efficacy is an individual's belief in his ability to complete a task or achieve a predetermined goal. Therefore, so that students' anxiety when speaking is reduced so that students can speak well, it is necessary to do ways to improve student self-efficacy in the learning process through four sources of self-efficacy, namely (1) mastery experience, (2) representative experience, (3) verbal persuasion or social persuasion, and (4) physiological and affective conditions. The source of self-efficacy used in learning is tailored to the needs, both the condition of students and existing facilities. Self-efficacy can be improved in each step of learning, both in pre-activity, core activities (preparation steps, presentation practice steps, speech/presentation steps, and presentation evaluation steps), and post-activity learning.

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Exploring EFL Learners’ Perceived Self-efficacy and Beliefs on English Language Learning

Cited by 60 publications

References 30 publications

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

Insignificant Relationship Between Speaking Self-Efficacy and Language Learning Anxiety of English Department Students at The University of Riau, Indonesia

“I repeat the question porque no me entero”: El uso de la L1 en clase de didáctica del inglés como lengua extranjera por parte de maestros en formación de Educación Primaria

Student’s Self-Efficacy in Speaking Learning

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