The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians

Anam, Syafi’ul; Stracke, Elke

doi:10.1002/tesj.440

Cited by 20 publications

(25 citation statements)

References 32 publications

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“…Second, it was identified that higher proficiency students had higher levels of English self-efficacy towards their overall English proficiency, and vice versa, supporting the findings of the previous studies (Anam & Stracke, 2019;Truong & Wang, 2019). Among the main skills of English, lower-level Thai EFL students -A1 and A2 shared similarities.…”

Section: Discussionsupporting

confidence: 80%

“…Empirical studies probing the relationships between English self-efficacy and English proficiency have been conducted both in general and specific skills. In general, a positive relationship has been observed between learners' English self-efficacy and their English proficiency (Anam & Stracke, 2019;Truong & Wang, 2019). Kitikanan and Sasimonton (2017) reveal that learners' self-efficacy in the four English skills was positively associated with their English learning achievement.…”

Section: English Self-efficacymentioning

confidence: 99%

“…Furthermore, various empirical studies have pointed out the influence of English self-efficacy on student English learning directly or indirectly (e.g., Anam & Stracke, 2019;Kitikanan & Sasimonton, 2017). The present study did not directly predict English self-efficacy on Thai EFL students' proficiency levels; nonetheless, students' judgments of their English competencies positively correlated with the frequency of their use of SRL strategies.…”

Section: Implications Of the Studymentioning

confidence: 99%

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The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Apridayani

Teo

2021

SiELE

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This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

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Section: Discussionsupporting

confidence: 80%

Section: English Self-efficacymentioning

confidence: 99%

Section: Implications Of the Studymentioning

confidence: 99%

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The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Apridayani

Teo

2021

SiELE

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“…Selfefficacy refers to perceived beliefs or judgments about one's own ability to succeed in a specific task or situation, and it can control human functioning through cognitive, motivational, affective, and decisional processes (Bandura, 1997). Strong positive correlations between self-efficacy and language proficiency have been observed in several investigations (e.g., Anam & Stracke, 2020). Some researchers have also examined the extent to which anxiety predicts language achievement alongside self-efficacy and shown that there is a significant negative relationship between anxiety and self-efficacy (MacIntyre, Noels, & Cl ement, 1997;Mills, Pajares, & Herron, 2006) suggesting that it is worthwhile to study these two constructs in conjunction with each other.…”

Section: Mediating Roles Of Self-efficacy and Anxietymentioning

confidence: 92%

Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

Kutuk

Putwain

Kaye

et al. 2021

Brit J of Edu Psychol

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Background. Gender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women's disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains.Aims. This study aimed to investigate whether relations between (1) learners' gender stereotypes about English as a foreign language (EFL) learning and language attainment and (2) learner perceptions of teacher stereotypes of EFL learning and language attainment were mediated by anxiety and self-efficacy.Sample. Data were collected from 701 university students (M age = 19.7 years, 49.4% male) learning EFL in three Turkish universities.Method. Data were collected over three waves. Multi-group structural equation modelling approach was used to analyse the data.Results. Results showed the relations between learners' gender stereotypes about EFL learning, and language attainment were mediated by self-efficacy. Self-efficacy also mediated the relationship between learner perceptions of teacher stereotypes of EFL learning and language attainment, but only for women. Language anxiety was not a mediator between gender stereotypes and attainment in either model tested.Conclusions. Findings show that gender stereotypes about EFL learning might affect learners' language attainment by altering their self-efficacy. Helping learners to maximise their self-efficacy will therefore be beneficial for their language attainment.From early adolescence, women and men start choosing different fields of study and occupations, often resulting in gender disparities in certain disciplines (Barone, 2011; van der Vleuten, Jaspers, Maas, & van der Lippe, 2016). While men are often interested in scientific or technical fields of education or careers, women are more likely to pursue careers that are more humanistic and care-oriented. Such imbalance could, in turn, be used to justify and reinforce gender stereotypes about academic ability (i.e., 'men are good at mathematics'; 'women are good at languages') that are not grounded in actual competencies. These stereotypes are also believed to increase with age (Hill & Lynch,

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“…In contrast, students in a rural area must deal with an inferior learning environment due to limited facilities for English learning and a lack of English teachers (Rahmat & Akbar, 2019). In this inferior environment, students might have formed some mistaken beliefs about English learning (Aini, 2020;Anam & Stracke, 2020;Khotimah et al, 2019;Setianengsih et al, 2017). For instance, they might believe that learning English is all about grammar and vocabulary as they always deal with in their classroom (Sulistiyo, 2018).…”

Section: Introductionmentioning

confidence: 99%

An English Learning: Rural Students Beliefs

Mulia

Amiruddin

Manan

et al. 2021

JPBI

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This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

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The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians

Cited by 20 publications

References 32 publications

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

The interplay among SRL strategies, English self-efficacy, and English proficiency of Thai university students

Relations between gender stereotyping and foreign language attainment: The mediating role of language learners’ anxiety and self‐efficacy

An English Learning: Rural Students Beliefs

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