A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency

Wang, Yabing; Shen, Bin; Yu, Xiaoxiao

doi:10.1016/j.system.2021.102633

Cited by 55 publications

(22 citation statements)

References 53 publications

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“…Actually, teacher efficacy of virtual instruction and engagement were found to be negatively affected during the pandemic in 2020 (Pressley and Ha, 2021 ), causing teacher stress or even burnout. On the other hand, students' self-efficacy, academic emotions, EFL proficiency (Wang et al, 2021 ) or learning motivation and learning strategies (Chiu Thomas et al, 2021 ; Randi and Corno, 2022 ) are also intertwined with teachers' teaching practice, generating reciprocal impact on teaching quality. As far as we are concerned, the variables mentioned above concerning teachers and students as a whole should be good entries to investigate students' boredom in remote teaching and learning in the future.…”

Section: Discussionmentioning

confidence: 99%

How should teachers tackle students' boredom in the emergency online language class?

Huang

Zheng

2022

Front. Psychol.

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Section: Discussionmentioning

confidence: 99%

How should teachers tackle students' boredom in the emergency online language class?

Huang

Zheng

2022

Front. Psychol.

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“…Almost twenty years of educational research has confirmed that self-beliefs are positively related to students' academic achievement. Among others, self-efficacy has been shown to have a significant positive effect on students' academic achievement across disciplines, including language teaching and learning (Kim & Shin, 2021;Wang et al, 2021). Self-efficacy has been considered a core structural component of Bandura's Social Cognitive Theory; this refers to an individual's belief in his or her own ability to complete a certain task or accomplish a goal.…”

Section: B Self-efficacy and L2 Listeningmentioning

confidence: 99%

Investigating the Relationship Among Metacognitive Awareness, Self-efficacy, and EFL Learners’ Listening Comprehension Performance

Payaprom

2022

tpls

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Listening comprehension is difficult for foreign language learners, but, in recent years, an increasing number of studies assert that enhancing learners’ awareness of listening metacognition and self-efficacy can help address this issue. Accordingly, this research sought to 1) investigate the level of metacognitive listening awareness in performing listening comprehension and 2) to examine the association between EFL students’ listening performance, self-efficacy, and metacognitive listening awareness. The sample comprised 256 third-year English-major students. Students’ self-efficacy and their metacognitive listening awareness were measured using the English listening self-efficacy scale and Metacognitive Awareness Listening Questionnaire (MALQ), respectively. Data were analyzed using descriptive statistics and Pearson correlation coefficient. The findings indicated that the students possessed a modest level of metacognitive listening awareness. A strong positive relationship was observed between MALQ scores and listening comprehension ability. Listening self-efficacy was also discovered to be associated with students' listening proficiency. Additionally, the results of this research indicated a significant association between self-efficacy and students’ awareness of listening metacognition. Overall, the results suggest that teaching EFL listening should place greater emphasis on learners’ metacognitive listening awareness and self-efficacy to improve their listening skills.

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“…The term self-efficacy was coined by Bandura (1986), defined as one’s belief about one’s capability to accomplish a designed task with an expected outcome [ 3 ]. In the field of language learning or second language acquisition (SLA), an individual’s self-efficacy beliefs can predict their performance [ 12 , 37 , 38 , 39 , 40 , 41 , 42 ]. Furthermore, self-efficacy beliefs can positively influence a student to put effort into learning [ 10 ], and students’ self-efficacy beliefs are domain specific [ 43 ].…”

Section: Prior Studies and Development Of The Hypothesesmentioning

confidence: 99%

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

Chen

Hsu

2022

Behavioral Sciences

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Encouraging feedback positively affects learners’ self-efficacy; in language learning, self-efficacy predicts language learner performance and behavior. Our research involved three studies to expand knowledge about why and how we can enhance English as a Foreign Language (EFL) learners’ self-efficacy beliefs in online settings. In Study 1, based on an online survey with 310 participants, we ascertained the extent to which EFL learners with greater self-efficacy tend to challenge themselves by learning content that requires a proficiency level that is higher than their current proficiency. In Study 2, we recruited 120 EFL learners; the results indicate that positive feedback via emojis embedded in online courses could significantly boost EFL learners’ self-efficacy beliefs about learning English. Study 3 involved 35 participants and extended the understanding provided by the first two studies, showing that EFL learners not only like to use emojis for computer-mediated communication (CMC), but also prefer to receive them as feedback. This research adds to knowledge on “why” and “how” we can enhance EFL learners’ self-efficacy beliefs in online contexts. We systematically provide empirical evidence regarding the aforementioned issues and demonstrate that positive feedback through emojis has great potential to enhance EFL learners’ self-efficacy, even when such feedback is subliminal.

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A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency

Cited by 55 publications

References 53 publications

How should teachers tackle students' boredom in the emergency online language class?

How should teachers tackle students' boredom in the emergency online language class?

Investigating the Relationship Among Metacognitive Awareness, Self-efficacy, and EFL Learners’ Listening Comprehension Performance

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

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