The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach

Abstract

This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using a correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state, which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

“…Thus, the current study's findings could be attributed to the possibility that Saudi EFL students might have experienced positive mastery experience related to reading, which were responsible for increasing their reading selfefficacy beliefs. This finding is consistent with a number of studies (Arslan, 2012;Chen & Usher, 2013;Kaya & Bozdag, 2016;Kiran & Sungur, 2012;Kudo & Mori, 2015;Lin, 2016;Lin & Tsai, 2018;Phan, 2012;Phan & Ngu, 2016;Shehzad, Alghorbany, Lashari, Lashari, & Razzaq, 2019;Usher & Pajares, 2009). The aforementioned speculation requires further approval from future studies.…”

“…In other words, the findings indicated that whenever Saudi EFL learners observed their peers or other models performing well in reading, their reading self-efficacy beliefs increased. This finding is supported by several other studies (Britner & Pajares, 2006;Chen & Usher, 2013;Kaya & Bozdag, 2016;Lin, 2016;Lin & Tsai, 2018;Phan & Ngu, 2016;Shehzad et al, 2019;Tschannen--Moran & McMaster, 2009). 'Social cognitive theory' also affirmed that one can observe other successful peers/role models and their success can persuade one to believe that one can accomplish similar task (Bandura, 1986).…”

“…On the other hand, it is a natural phenomenon that if the learners are appreciated, they would feel encouraged and subsequently their performance would get affected positively and vice versa. This finding is supported by numerous past studies which indicated that positive feedback was the source of gaining selfefficacy (Butz & Usher, 2015;Fong & Krause, 2014;Shehzad et al, 2019;Usher, 2009). One of the interviewees in Butz and Usher's (2015) study shared that she felt extremely confident after she was praised by her teachers and consequently, she performed well in subsequent exams.…”

Self-efficacy sources and reading comprehension of L2 undergraduate learners

“…In addition, various studies have been conducted in a university setting (Oh, 2016;Shang, 2010;Shehzad et al, 2019;Tabrizi & Jafari, 2015;Yoğurtçu, 2013), and have revealed a significant connection between self-efficacy and reading comprehension, with the exception of Yoğurtçu's (2013) study. Yoğurtçu (2013) discovered that reading comprehension self-efficacy was associated with reading comprehension skills for high self-efficacious students.…”

“…In fact, just one (quantitative) research study investigating the relationship between self-efficacy sources and reading comprehension (i.e. Shehzad et al, 2019) was found when preparing this article. In order to gain a more robust insight into the aforementioned variables, it is vital to conduct research using a qualitative approach.…”