The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance

Abstract

Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The findings demonstrated that EFL participating students hold very low overall self-efficacy beliefs about learning the English language. They were also low achievers in learning English in general. Moreover, students’ English self-efficacy positively correlated with their language attainment, suggesting that learners’ beliefs about language learning affect their language performance. The findings of the study shed light on the crucial association between Saudi EFL learners’ self-efficacy beliefs and their language achievement. We anticipate that these findings will provide guidelines for the different parties involved in language learning/teaching in the country. These guidelines should address how to help students hold correct beliefs about foreign language learning in order to achieve better EFL learning outcomes.

The Relationship between Students’ Self-Efficacy Beliefs and Their English Language Achievement

“…The degree of the learner achievement was classified as follows: an achievement score above 90 out of 100 (>90%) was classified as very high achievement; a score from 80 to 90 (80% to 90%) was classified as high achievement; a score from 70 to 80 (70% to 80%) was classified as moderate achievement; a score from 60 to 70 (60% to 70%) was classified as low achievement; and an achievement score below 60 (<60%) was classified as very low achievement (Alrabai, 2018). That is for a scale of 100; however, in Vietnam, using a scale of 10, the author will convert to a scale of ten as follows: an achievement score above 9 out of 10 was classified as very high achievement; a score from 8 to 9 was classified as high achievement; a score from 7 to 8 was classified as moderate achievement; a score from 6 to 7 was classified as low achievement, and an achievement score below 6 was classified as a very low achievement.…”

“…The degree of students' self-efficacy was calculated and categorized as follows: self-efficacy mean score above 6.30 out of 7 (> 90%) was categorized as very high self-efficacy; a mean score ranging from 5.60 to 6.30 out of 7 (80 to 90%) was categorized as high self-efficacy; a mean score from 4.90 to 5.60 out of 7 (70% to 80%) was classified as moderate self-efficacy; a mean score from 4.20 to 4.90 out of 7 (60% to 70%) was classified as low self-efficacy; and a mean score below 4.20 (< 60%) was classified as very low self-efficacy (Alrabai, 2018). The data in Table 4.2 below indicate that the overall mean score for learners' self-efficacy in the current study was 4.40 out of 7 (62.71%).…”

“…1 shows the low level of self-efficacy for all 4 language skills: listening, speaking, reading, and writing (all in words 4.20 to 4.90 out of 7). In particular, efficacy for speaking was the highest with 4.58 points, and the lowest was efficacy for listening, reaching 4.25 points.…”

Exploring the Role of Translation in Communicative Language Teaching or the Communicative Approach

“…In terms of communication, the English and Arabic linguistic differences give rise to several errors of language learners. For instance, the English sounds such as /p/and/v/ that are generally spoken as /b/and/f/ in Arabic have no presence in the Arabic language (Alrabai, 2018;Ashour, 2017;Javed, 2013). This mispronunciation may lead to the occurrence of embarrassing and uncomfortable situations particularly when interacting with native speakers takes place.…”

Does teaching methodology affect medication dosage calculation skills of undergraduate nursing students?

“…[6] Self-efficacy is shown to positively correlate with performance in academic functioning. [7][8][9][10] Bandura (1986) defined self-efficacy as the judgment of people's ability to organize and execute the processes of action required to accomplish their stated goals. [11] Williams and Williams (2010) explained that self-efficacy is derived from an individual's past experience with success or failed attempts at task mastery.…”