Self-efficacy in Second/Foreign Language Learning Contexts

Raoofi, Saeid; Tan, Bee Hoon; Chan, Swee Heng

doi:10.5539/elt.v5n11p60

Cited by 158 publications

(138 citation statements)

References 58 publications

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“…There were no significant differences in levels of self-efficacy between the contemplative and non-contemplative groups at the end of the semester or from pre-to post-test. The lack of increased self-efficacy in the contemplative group would suggest no link between self-efficacy and FLA or achievement, which runs counter to some prior research pointing to a positive relationship between selfefficacy and learning outcomes and a negative relationship between self-efficacy and FLA (Raoofi et al, 2012).…”

Section: Discussioncontrasting

confidence: 46%

“…Within social cognitive theory (Bandura, 1986), self-efficacy, or one's beliefs in the ability to perform a task or activity, has been shown to predict academic achievement and performance in various academic domains (Graham & Weiner, 1996). In a meta-analysis of research on self-efficacy and foreign language (FL) learning (Raoofi, Tan, & Chan, 2012), 11 out of 12 studies showed that self-efficacy predicted academic achievement, and three out of four studies found that self-efficacy was negatively related to anxiety.…”

Section: Effect On Achievement and Learner Experiencementioning

confidence: 99%

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The impact of contemplative practices on foreign language anxiety and learning

Scida

Jones

2017

SSLLT

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This study looked at the impact of the integration of contemplative practices on foreign language anxiety, positive and negative affect, self-efficacy, classroom climate, and language learning in students enrolled in an advanced intermediate Spanish language course in the USA. Data included pre-and post-test surveys, exam scores to measure learning outcomes, student interviews, and course evaluations. In the contemplative group, students engaged in brief 10-minute contemplative practices once a week, while the non-contemplative group followed the same syllabus but was not exposed to contemplative practices. Analysis of the data showed no significant differences in foreign language anxiety, self-efficacy or affect between the non-contemplative and contemplative groups at post-test but significantly higher scores on classroom climate measures in the contemplative group. Significantly higher grades were found on course exams for students in the contemplative group. Analysis of the pre-/post-survey data revealed a significant decrease in foreign language anxiety in both groups over the semester but not for affect or self-efficacy. This study extends the existing research on contemplative practices to a new context-affect and learning in foreign language courses.

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Section: Discussioncontrasting

confidence: 46%

Section: Effect On Achievement and Learner Experiencementioning

confidence: 99%

The impact of contemplative practices on foreign language anxiety and learning

Scida

Jones

2017

SSLLT

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“…Writing self-efficacy beliefs have been studied to establish a cause-and-effect relationship with both L1 and L2 writing development (Nicolaidou, 2012;Pajares & Valiante, 1997;Duke, 2003). Researchers have found writing self-efficacy to consistently predict learners" achievements, in many cases better than even their actual learning abilities (Bandura, 1993) and better than other affective variables (Raoofi et al, 2012;Mills, 2014;Pajares, 2003).…”

Section: Self-efficacy and L2 Writingmentioning

confidence: 99%

“…L2 researchers have investigated self-efficacy in relation to different variables such as achievement, L2 motivation, foreign language anxiety and language learning strategies (Mills, 2014). Most of these studies were correlational in nature and carried out using quantitative methods (Raoofi, Tan & Chan, 2012).…”

Section: Self-efficacy and L2 Writingmentioning

confidence: 99%

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Almutlaq¹,

Etherington²

2018

IJELE

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There has been a growing interest in SLA in studying second language (L2) writing development and change from a complex perspective, taking into consideration the full combination of learning processes, learners and contexts of learning. Thus, the research reported here applies a Dynamic Systems Theory (DST) approach to investigate L2 writers" sense of self-efficacy. Although self-efficacy is usually viewed as task-specific, and therefore measured in relation to specific situations, such an approach tends to lead to the production of cross-sectional research looking at one time and one context only. This study moves instead to consider L2 writing self-efficacy as a complex dynamic system that evolves in response to the environment as well as internal re-organisation. Changes in L2 learners" writing self-efficacy were traced over a six-week period through the use of writing self-efficacy questionnaires and introspective journals. Results suggest that L2 writing self-efficacy is best perceived as a dynamic, rather than a fixed, construct, and as complex rather than one-dimensional. Students" perception of their abilities to write is changeable, decentralised, open to influences from the environment and from other external factors, displays non-linear development and tends to settle down in attractor states.

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“…Self-efficacy in learning a second/foreign language has been defined as the ways in which selfefficacy affects language learning (Raoofi, 2012) In 2010 …”

Section: L2 Self Efficacy(se)mentioning

confidence: 99%

Construction of a Motivational Self-System Instrument for the Learning of Persian as a L2

Molaee¹,

Sadipour²,

Dortāj³

et al. 2016

European Proceedings of Social &Amp; Behavioural Sciences

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The purpose of the study was to develop a motivational Self-System instrument for learning Persian language as a second language (L2) with an acceptable validity and reliability. To do so, first of all, based on existing literature especially Zoltán Dörnyei's works and also qualitative methods, a six-factor Persian questionnaire was prepared which comprised: L2 Ideal self, L2 Ought-to self, L2 Learning experience ,L2 self-efficacy, International posture & L2 learning experience items. The population of the study consisted of foreign students of Imam Khomeini International University, Persian learning faculty of the 2015-16, second semester (N=100). The sampling method was done through a census survey and sample size was (n=73).The reliability of the questionnaire items were measured in terms of Cronbach's alpha & bisection method. A descriptive research design, was used with Confirmatory factor analysis (CFA) for construct validity, as well as experts' input for face validity and content validity ratio (CVR) for content validity. The results from the 73 participants demonstrated that all items had an acceptable factor loading except in International posture in item no.27 which was removed from the questionnaire. The Cronbach's alpha for the questionnaire was 0.947. The estimated significance levels were more than 0.05 for each item which demonstrated the normality of all the study variables. It can be concluded that the Persian researcher-developed questionnaire on motivational self-system has both acceptable variability and reliability

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Self-efficacy in Second/Foreign Language Learning Contexts

Cited by 158 publications

References 58 publications

The impact of contemplative practices on foreign language anxiety and learning

The impact of contemplative practices on foreign language anxiety and learning

Investigating L2 Learners’ Writing Self-efficacy as a Complex Dynamic System

Construction of a Motivational Self-System Instrument for the Learning of Persian as a L2

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