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

Abstract

This study focuses on the influences of self-efficacy beliefs in English learning between male and female university students. There was a total sample of 128 university Non-English majors from Dong Nai Technology University in Bien Hoa city. The quantitative component used a questionnaire asking about students’ background and their self-efficacy beliefs in learning English. Ten students were individually interviewed to be able to clarify the reasons that affected their self-efficacy beliefs and their English performance. T-test was used to find out the gender differences in self-efficacy level and English achievement degree. The result showed that there was a positive relationship between self-efficacy and achievement. Differences between male and female students in their confidence levels and English learning performance were found. The thesis finishes with a set of recommendations for teachers to pay attention to the importance of self-efficacy because it influences learning English achievement.

Improving the Academic English Achievement through Developing Students’ Self-Efficacy of Verbal Persuasions; A Classroom Action Research

“…Through the teacher's continuous support, the students invest their time and energy in studying academic English. The finding of the research is in line with the findings from previous research where self-efficacy is found to have a positive relationship with English performance achievement (Chen, 2020;Ching et al, 2020;Gan, 2019;Nguyen et al, 2022) Further, the qualitative data findings are very appealing in a way that students do not gain their self-efficacy freely and easily. The keywords found in the reflection are, "try, review, and repeat."…”

“…Gan (2019) scrutinised self-efficacy influencing time management and strategy use and Chen (2020) found that that students with high self-efficacy have higher English scores. Similarly, Nguyen et al, (2022) also found the positive correlation between achievement in English performance and self-efficacy. Though several studies have looked into the English scores and self-efficacy, none has examined the self-efficacy through the lens of action research through the use of verbal persuasions.…”

“…This research offers a new perspective on the improvement of scores through action research. As many of studies have usually examined self-efficacy through experimental studies (Chen, 2020;Ching et al, 2020;Guleker, 2015;Nguyen et al, 2022), this study gives fresh breath from the dimension of the action research. Through action research with various learning activities, teachers have the access to scaffold the students through their day-to-day learning by providing them with the support needed.…”

Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi

“…However, Tsao (2021) found in his study that students' English writing self-efficacy belief levels were in the low-medium range. Nguyen et al (2022) obtained the finding that students had a relatively low level of self-efficacy in speaking skill. On the other hand, in the current study students had moderate level of English self-efficacy belief in terms of reading, ability to learn English and listening skills.…”

The Influence of English Teachers’ Cultivation on High School Students’ Development of Self-Efficacy in English Learning

“…In recent years, experts have conducted a lot of research on English learning and self-efficacy, and studies have shown that there is a positive correlation between self-efficacy and academic achievement, and there is a difference between genders, which may be caused by differences in the perceptions of different genders of their own abilities [9]. Different English learning strategies such as compensatory strategies and metacognitive strategies have an effect on self-efficacy in English learning [10].…”