This study reviews the empirical literature of self-efficacy, a central component of social cognitive theory, in the area of second language learning by focusing on two research questions: first, to what extent, has self-efficacy, as a predicting variable, has been explored in the field of second language learning? Second, what factors affect learners’ self-efficacy beliefs in learning a foreign/second language? On addressing the research questions, 32 articles published between 2003 and 2012 were selected. The articles were classified into two main categories – effects of self-efficacy and factors affecting self-efficacy. Then each category was divided into certain subcategories for discussion. The findings of the review revealed that several factors enhance the level of students’ self-efficacy, and self-efficacy is a strong predictor of performance in different language skills and tasks. Limitations of the empirical studies discussed and directions for further investigation are also presented.

This research aims to know whether there is a significant difference between reading and listening comprehension scores based on their learning styles; visual and auditory, of the 8th-grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal-comparative design. The instruments of this study included learning style questionnaire, reading comprehension test, and listening comprehension test. Further, it used independent sample t-test to analyze the data from learning styles questionnaire, and reading and listening comprehension scores. Findings of the result reveal that there was no significant difference between students' reading and listening comprehension scores based on two groups' learning styles: visual and auditory. The result shows that sig. values of reading comprehension based on two learning styles, visual and auditory, were 0.592 and 0.594, respectively, which were greater than p-value (0.05). Similarly, the sig. values of two learning style groups in listening comprehension performance were the same, namely 0.954. It means that both sig. values were greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 was accepted and Ha was rejected. Clearly, from the result, it can be said that learning style is not the only one factor affecting students' reading and listening comprehension scores.

Many dynamic approaches have emerged due to computer technology in facilitating language learning skills. Podcasting is one such novel tool being exploited by teachers to deliver educational content and to encourage learning outside the classroom. Research on podcasting pedagogy suggests that podcasting greatly helps learners develop various skills of English language. The study reviewed twenty journal articles to determine the effects of podcast on ESL students’ language skills and attitude levels. It was found that podcasts greatly support learning not just in speaking and listening but also in other language skills and areas such as grammar, pronunciation and vocabulary.

This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-toface collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.

Writing is considered an important language skill. Although the importance of writing is undeniably realized and highly stressed by ESL scholars, educators and instructors, most ESL tertiary students and young graduates find creating a coherent and extended piece of writing difficult and challenging. Therefore, to overcome this problem, there is a need to be aware of the students' experiences and attitudes to writing in their first language and English language. This research is a quasi-experimental study that employs a mixed-method approach. Participants were 30 tertiary ESL students enrolled in an obligatory course in the first year of Bachelor of Arts (English) programme. The study compares participants' writing experiences and attitudes using questionnaire as the instrument for data collection. An interview was also conducted as a triangulation measure. Results suggest that participants mostly preferred using English language for various writing activities. Moreover, overall items of the questionnaire revealed that the there was no significant difference between the participants' writing attitudes in their first language and English language. Furthermore, with regard to each item of the questionnaire, three of them showed significant difference. Although the remaining items did not show any significant difference, most of the items did receive higher mean for attitude to writing in English than first language. Participants' interview responses revealed various reasons for their attitude, which supported findings obtained from the questionnaire analysis. The findings of the present study contribute to a better understanding of why some of the students do not like to write. Considering those reasons, instructors can then help their students to improve on their writing skill.