Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

Abstract

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.

A Pilot Study of Critical Thinking Disposition and Self-Efficacy with English Majors in China

“…There is adequate evidence that a high-level self-perceived efficacy is typically associated with successful action and good performance while a doubt usually leads to failure or inaction. Individuals with high SE are also considered more likely to be equipped with CTD, which indicates a positive association between the two dimensions [3,8]. Pervious research suggests that SE plays a potent role in human agency, which has been showed to be a powerful determinant and mediator of academic outcomes and motivational effects [3].…”

Learner Autonomy of Pre-Service Teachers and its Associations with Academic Motivation and Self-Efficacy

“…The literature in this area identifies self-efficacy or academic self-efficacy as one of the variables underlying learner autonomy (Flannagan, 2007;Macaskill & Denovan, 2013;Mahmoudi & Asadi, 2016;Nosratinia & Hossaini, 2018;Overall, Deane, & Peterson, 2011;Ponton, Derrick, Confessore, & Rhea, 2005;Pu, 2009;Tılfarlıoğlu & Çiftçi, 2011). Bandura (1997) defined self-efficacy as one's belief in one's ability to succeed in specific situations.…”

“…Therefore, it is not abnormal to presume that the self-efficacy beliefs of individuals may be associated with their autonomous learning behaviours since self-efficacy beliefs underlie what they think, how they feel, how they make their choices and how they motivate themselves (Bandura, 1997). Furthermore, various studies have confirmed this relationship (Flannagan, 2007;Macaskill & Denovan, 2013;Mahmoudi & Asadi, 2016;Nosratinia & Hossaini, 2018;Overall et al, 2011;Ponton et al, 2005;Pu, 2009;Tılfarlıoğlu & Çiftçi, 2011). The statistical or theoretical results of these studies showed a strong relationship between learner autonomy and selfefficacy.…”