The relationship between English learning achievement and perceived self-efficacy of the first-year students at Naresuan University

Luangpipat, Nattaporn; Padgate, Watana

doi:10.14706/jfltal152218

Cited by 2 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding sources of positive self-efficacy in the overall picture, vicarious become the first sources that students with any differences rely on which is similar to many studies (Bentz (2010), Hamman, et al, 2006Hampton, 1998;Hodges and Murphy, 2009;Jansen, Scherer, and Schroeders, 2015;Klassen, 2004;Luangpipat & Padgate, 2015;Matsui et al, 1990;Pajares and Usher, 2006). However, the results contrast with the result of the mainstream of previous researches stating mastery experience as the most important source (Bandura, 1986;Johnson, et al, 2007;Kiran and Sungur, 2012;Luzzo, et al, 1999).…”

Section: Discussionsupporting

confidence: 71%

“…Consequently, their peers are likely to be the most influential persons. A possibility that vicarious experience became the highest factor related to the students' self-efficacy in this study due to the fact that the students considered their peers as a reliable source (Luangpipat & Padgate, 2015). Since Newcomb (1962) mentioned that a group had power over their members, collecting data in the classroom which students sat in groups and shared some experiences might be a cause of this result.…”

Section: Discussionmentioning

confidence: 84%

“…Although many studies (Arslan, 2012;Britner and Parajes, 2006;Chin and Kameoka, 2002;Gainor and Lent, 1998;Kiran and Sungur, 2012;Klassen, 2004;Lent and Lopez, 1992;Luzzo, et al, 1999;Matsui, et al, 1990;Johnson, Pajares, andUsher, 2006, 2007;Usher, 2009;Wang, 2004) have tried to examine sources contributing to students' self-efficacy, the findings are not consistent. Bandura (1986), Johnson, et al (2007, Kiran and Sungur, (2012), and Luzzo, et al (1999), believed that mastery experience was the most powerful source, while Bentz (2010), Hamman, Olivarez, & Steven (2006), Hampton (1998), Klassen (2004), Luangpipat & Padgate (2015), Matsui et al (1990), and Pajares and Usher (2006) showed that vicarious experience became the highest factor related to the students' self-efficacy. Social persuasion became a vital source of self-efficacy in the work of Chin and Kameoka (2002), Gainor and Lent (1998), and Wang (2004).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Sources of self-efficacy of English language learners with individual differences

Luangpipat

2018

EJREP

Self Cite

View full text Add to dashboard Cite

Introducción. La autoeficacia es una creencia sobre la capacidad de uno de hacer algo con éxito o sin éxito, y se relaciona con los logros académicos directa e indirectamente. La comprensión de las fuentes de la autoeficacia de cada uno podría ayudar a esa persona a lograr un mejor resultado en aprender o hacer algo, o, al menos, minimizar un reflejo de fuentes negativas que podrían disminuir su autoeficacia. Este estudio investigó las fuentes de autoeficacia de los estudiantes del idioma inglés con diferentes géneros, nacionalidades, tipos de programas de estudio y campos de estudio.Método. Este estudio usó muestreo aleatorio estratificado para atraer a 480 estudiantes de primer año en una universidad para completar un cuestionario. Luego, los datos se analizaron mediante estadísticas descriptivas, prueba t y ANOVA de una vía.Resultados. El resultado mostró ligeras diferencias en las fuentes de autoeficacia entre los estudiantes con diferentes nacionalidades y tipos de programas. Los resultados revelaron que la experiencia vicaria se convirtió en la fuente mejor calificada para la autoeficacia positiva, mientras que la experiencia de dominio fue la más alta para la autoeficacia negativa. La persuasión social era la fuente menos influyente sin importar sus diferencias.Discusión y conclusión. Las implicaciones son que los maestros y administradores podrían usar los resultados de este estudio para desarrollar estrategias para implantar una autoeficacia positiva que resulte en gran medida en el proceso de aprendizaje de los estudiantes, y para guiar a sus alumnos con esas diferencias individuales a ser aprendices autónomos.

show abstract

Section: Discussionsupporting

confidence: 71%

Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Sources of self-efficacy of English language learners with individual differences

Luangpipat

2018

EJREP

Self Cite

View full text Add to dashboard Cite

show abstract

“…Recent studies have found several factors influencing Thai students" unproductive and unsuccessful learning. Firstly, ELT in Thailand tends to benefit students to pass the examination to be accepted in well-known universities and the crucial objectives of learning the English language are left behind (Luangpipat & Padgate, 2015). Unexpectedly, the low language proficiency scores in TOEFL compared to other nations in ASEAN (Noom-ura, 2013) are found.…”

Section: English Teaching and Learning In Thailandmentioning

confidence: 99%

Thai University Students’ Attitudes Towards Elf in Classroom Contexts: A Mixed-Methods Study

Choemue

Muljani

2021

ELT echo

View full text Add to dashboard Cite

English as a Lingua Franca EFL attitudes ELF awareness English varieties English has long acted as a powerful language in the world since it is spoken by various people from diverse cultural backgrounds and places around the globe. As a number of non-native speakers (NNSs) are rapidly growing, English as a Lingua Franca (ELF) has become more widespread among English users. This study aimed to investigate Thai university students" attitudes towards ELF. Particularly, attitudes towards learning English, varieties of English, and ELF used as a medium of instruction in the classroom were examined. Employed a mixed-methods research design, the questionnaire and semistructured interview were used to collect the data. 23 undergraduate students studying at Xavier Learning Community (XLC), Chiang Rai, Thailand, participated in this study. The findings revealed that effective communication with other English speakers was the paramount goal of learning English. Moreover, the students have begun to express positive attitudes towards different varieties of English used in the classroom as they showed their interest in non-native cultures. This study suggested that supportive learning environments where the students could expose to various varieties of English both inside and outside the classroom would raise their awareness of ELF. Also, ELF teachers should adjust their teaching strategies to meet students" needs in the future.

show abstract

The relationship between English learning achievement and perceived self-efficacy of the first-year students at Naresuan University

Cited by 2 publications

References 0 publications

Sources of self-efficacy of English language learners with individual differences

Sources of self-efficacy of English language learners with individual differences

Thai University Students’ Attitudes Towards Elf in Classroom Contexts: A Mixed-Methods Study

Contact Info

Product

Resources

About