Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

Goetze, Julia; Driver, Meagan

doi:10.14746/ssllt.2022.12.2.4

Cited by 24 publications

(12 citation statements)

References 56 publications

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“…Despite the fact that the results generated valuable insights into the benefits of implementing wiki tools in EFL learning context, the findings complete just a small piece of a complex puzzle and therefore further research is needed to contribute to a better understanding and some ambiguity about the nature, features, dimensionality, and consequences of integration of Web 2.0 tools, specifically wikis in the realm of EFL learning and teaching. In addition, it is apparent that self-efficacy plays an integral role in L2 learning ( Goetze and Driver, 2022 ), since it can significantly contribute to different skills of EFL students, particularly their writing ( Bai and Guo, 2018 ). Hence, L2 officials and policy makers should make an attempt to bolster the self-efficacy of EFL learners in classrooms for a fruitful English learning.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Jian-chun

Wang

2023

Front. Psychol.

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As a popular Web 2.0 technology, wikis have gained momentum in educational contexts. To give further empirical support to the use of wikis in foreign language education, this research probed the usefulness of a wiki-based writing instruction on the writing skill and self-efficacy of Chinese English-as-a-foreign language (EFL) learners. For this purpose, 53 EFL students in a foreign language school in China were selected as the participants. The two classes were assigned to an experimental group (N = 25) and a control group (N = 28). Over a period of 3 months, the experimental group was instructed based on wiki-based writing instruction while the control group was taught traditionally. The data were collected by administering IELTS writing tasks and a writing self-efficacy scale employed for pre- and post-tests. The results of data analysis indicated that both classes substantially enhanced their writing skill and writing self-efficacy. Nevertheless, the experimental group performed better than the control group in terms of both dependent variables, leading the researchers to conclude that the wiki-based writing instruction was significantly effective in boosting writing skill and self-efficacy of Chinese EFL learners. These outcomes can offer some worthwhile implications for EFL instructors.

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Section: Discussionmentioning

confidence: 99%

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Jian-chun

Wang

2023

Front. Psychol.

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“…Within the realm of emotions in SLA, a PP turn (MacIntyre et al, 2016) has drawn attention to positive variables, such as enjoyment (Dewaele & MacIntyre, 2014) and self-efficacy (Goetze & Driver, 2022), as tools for building resiliency, reducing anxiety, and developing coping strategies to flourish in language learning settings. Mercer and Gregersen (2023) expanded on the PP framework from a critical perspective and outlined a necessity in SLA for transformative PP, which considers the implications of social structures in promoting positive social change and well-being for all stakeholders in language learning, particularly those from marginalized backgrounds.…”

Section: Transformative Positive Psychology As a Tool For Building Sa...mentioning

confidence: 99%

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

Driver

2024

The Modern Language Journal

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As emotions research in the field of second language acquisition continues to evolve, it is equally important to explore the impact of social–emotional variables that are specifically relevant to heritage language (HL) contexts. Anchoring on foundations in critical heritage language education (HLE), this study examines the discomforts of the HL classroom from a diverse heritage speaker (HS) perspective. Additionally, comforts that support the HL classroom as a safe space for emotional security and well‐being for HSs across HLs are explored. Examining the HL classroom from the perspective of HL practices and knowledge systems, this study ultimately aims to: (a) outline the emotional complexity of HL pedagogical spaces, and (b) provide concrete and meaningful recommendations for supporting HS well‐being and HL development from a transformative positive psychology lens. Data for the current qualitative study were provided through two separate methodologies. First, 64 HSs of Spanish responded to a qualitative questionnaire probing the emotional reactions and memories instigated by authentic HL classroom reading material on sensitive topics of racism, bilingualism, and immigration. The themes identified in written narrative data through an inductive thematic approach were then used as a foundation for semistructured interviews with language learners (n = 6) and educators (n = 8) from eight different HL backgrounds. Findings revealed feelings of comfort and discomfort, and even trauma and healing, in HLE spaces rooted in (a) language learning experiences, (b) social memories of (dis)comfort, and (c) intergenerational histories. Together, the data suggest how the HL classroom can act both as a trigger of social injustice, linguistic insecurity, and family conflict and, at the same time, as a space instigating affective reactions associated with social rebellion, linguistic confidence, intergenerational healing, and emotional refuge. Specific pedagogical recommendations are made to equip educators with a concrete toolkit for the HL classroom.

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“…In fact, a drive to cope with FL anxiety and negative emotions in general, coupled with an enthusiasm to promote stronger FL motivation and overall FL well-being slowly but surely promoted attention to the implications of positive emotions in SLA, particularly in the last decade. This trend, known as the positive psychology turn in SLA (MacIntyre et al, 2016), has inspired a renewed and vibrant dedication to the beneficial implications of positive FL emotions and attitudes, such as FL enjoyment (e.g., Dewaele & MacIntyre, 2014;Resnik & Schallmoser, 2019;Zheng & Zhou, 2022), self-efficacy (e.g., Goetze & Driver, 2022), and self-beliefs (e.g., Kyo, 2021;Mercer, 2011), and student and teacher well-being (e.g., Gregersen et al, 2023), further extending the scope of research on the emotional aspects of FL learning.…”

Section: Emotions and Heritage Language Research In Sla: Parallel Yet...mentioning

confidence: 99%

Global perspectives on heritage language education and emotion: Introduction to the special issue

Driver,

Prada

2024

The Modern Language Journal

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Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear-the fear of myths and stereotypes that have, until now, informed how we have come to know (Styres, 2019, p. 29).Recent decades have seen exponential growth in attention to two research areas in second language acquisition (SLA), which-until now-have continued along two relatively separate and independent paths. On the one hand, scholars have focused steadily increased interest in better understanding the relationships between language learning and emotions (e.g., Agudo, 2018;Dewaele & Li, 2020;Dörnyei et al., 2014; Simons & Smits, 2020), which has led to an exciting evolution of language classroom initiatives footed in affective dynamics and emotional well-being in SLA (e.g., Helgesen, n.d.). At the same time, the field of heritage language education (HLE) has also seen a tremendous boost, with dedicated scholars who continue to explore new theories and teaching practices in language learning geared toward fostering successful and healthy learning spaces for heritage language learners (HLLs). As these bodies of work continue to expand, and educators spearhead initiatives for pedagogies that serve heritage speakers, their families, and HLE stakeholders, the absence of research dedicated to exploring emotional variables among this population of learners becomes more apparent and, at times, problematic for the field as a whole.The term heritage speaker (HS) is often used to refer to individuals who grew up exposed to a nonmajority language at home (i.e., the heritage language) and a socially dominant majority language. It includes community (Wiley, 2005) and Indigenous language learners (Fairclough & Beaudrie, 2016).

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Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

Cited by 24 publications

References 56 publications

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double‐edged sword

Global perspectives on heritage language education and emotion: Introduction to the special issue

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