Psychometric properties of a self-efficacy scale for English language learners in China

Wang, Chuang; Kim, Do Hong; Bai, Barry; Ji-yue, HU

doi:10.1016/j.system.2014.01.015

Cited by 81 publications

(95 citation statements)

References 44 publications

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“…Unlike the pre-test model, the post-test model indicated that learners with higher self-efficacy performed worse after receiving the instruction. As literature suggested that self-efficacy is a predictor and also a forethought process (Wang et al, 2014), the latent variable should be measured prior to the instruction. The change of learners' latent structure brought on by the learning activities might have influenced their perceptions, especially without feedback from the writing examinations in this research context.…”

Section: Discussionmentioning

confidence: 99%

Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

Tai¹

2016

ELT

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This study explored the effects of collaborative writing instruction on undergraduate nursing students' writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and nine learners were recruited through convenience sampling from four classes at a nursing vocational university in southwestern Taiwan. Quantitative data were analyzed using descriptive statistics, repeated measures MANOVA, explorative factor analysis (EFA), and structural equation modeling (SEM). The results showed that this instructional method effectively improved the learners' writing performances and also influenced the latent structures of the learners' self-efficacy from theoretical constructs toward pedagogical meanings, with the learners' writing self-efficacy beliefs being altered by the instruction and becoming consistent with the assessment criteria. In addition, both the learners' pre-and post-test self-efficacy levels had significant causal relationships with their individual learning progressions. These correlations between self-efficacy and writing performance suggest further teaching implications.

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Section: Discussionmentioning

confidence: 99%

Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

Tai¹

2016

ELT

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“…Other researchers have also advocated using multidimensional questionnaires instead of general self-efficacy items to assess language learners' self-efficacy (Pajares, 1996;Wang et al, 2013). More recently, Wang, Kim, Bai, and Hu (2014) defined English self-efficacy as 'one's belief about how well he/she can successful perform a task in English based on his/her past experience ' (p. 25). Furthermore, they developed a questionnaire of English selfefficacy for measuring EFL students' self-efficacy in listening, speaking, reading, and writing skills.…”

Section: Self-efficacy and English Self-efficacymentioning

confidence: 99%

“…The other instrument, the English language self-efficacy (ELSE) questionnaire, was adapted from Wang et al (2014) to assess students' English self-efficacy in four skills: listening, speaking, reading, and writing. The original questionnaire consisted of 32 items concerning students' beliefs about how capable they are to complete specific tasks in English.…”

Section: Questionnaire Assessing Students' English Language Self-effimentioning

confidence: 99%

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Su¹,

Zheng²,

Liang³

et al. 2018

AJET

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This quantitative study investigated the relationship between learners' online self-regulation and their self-efficacy in the context of learning English as a foreign language (EFL). We collected data from two surveys, the online self-regulated English learning (OSEL) and the English language self-efficacy (ELSE), among 424 university students in China. Principal component analyses showed that the OSEL included six sub-scales, namely, goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation, while the ELSE consisted of four factors targeting self-efficacy in listening, speaking, reading, and writing. The correlation analysis confirmed the associations between all scales of the OSEL and those of the ELSE. Furthermore, regression analysis revealed that self-evaluation was the most powerful predictor for explaining participants' variance of self-efficacy in English listening, speaking, and reading. Moreover, learners' environment structuring could significantly explain their self-efficacy in both speaking and writing, whereas goal setting could only predict students' self-efficacy in writing. These findings reveal the intricate relationship between online self-regulation and self-efficacy among the EFL learners, and further highlights the positive role of learners' self-evaluation, environment structuring and goal setting for explaining their English language self-efficacy. Pedagogical implications and future research are discussed at the end of this paper.

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“…The higher scores indicated the higher level of English self-efficacy. The instrument has been validated using college students (Wang, Kim, Bai, & Hu, 2014) via confirmatory factor analysis and yielded a good fit. The reliability coefficients were .97 for the entire scale, and were between .88 to .92 for subscales.…”

Section: Questionnaire Of English Self-efficacymentioning

confidence: 99%

Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

Wang

Harrison

Cardullo

et al. 2018

jis

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One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.

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Psychometric properties of a self-efficacy scale for English language learners in China

Cited by 81 publications

References 44 publications

Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy

Examining the relationship between English language learners’ online self-regulation and their self-efficacy

Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

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