Empirical Study on Learners' Self-Efficacy in ESL/EFL Context

Autor/in	Shi, Lihong
Titel	Empirical Study on Learners' Self-Efficacy in ESL/EFL Context
Quelle	In: College Student Journal, 50 (2016) 3, S.454-465 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	Self Efficacy; English (Second Language); Second Language Learning; Second Language Instruction; Learning Strategies; Gender Differences; Intervention; Anxiety; Communication (Thought Transfer); Attribution Theory; Correlation; Teaching Methods; Social Cognition; Academic Achievement + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Angst; Communication; thought; Kommunikation; Gedanke; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Kognition; Schulleistung
Abstract	With the popularity of learner-oriented approach in language teaching, research on learners is gaining more and more importance. This paper attempts to review the empirical researches on self-efficacy in the ESL/EFL settings during the past 10 years with the purpose of depicting the extent to which the self-efficacy research in ESL/EFL has generally covered and exploring the nature, effect and implication of self-efficacy beliefs in second language learning and teaching, and hence giving a brief picture of the development of self-efficacy research in ESL/EFL. The related research on the relationship between learners' self-efficacy and learning strategy, language anxiety, attribution, gender, achievement as well as intervention research are reviewed. The paper finally concludes that self-efficacy has a significant role in second/foreign language learning. Learners' with high self-efficacy may achieve better academic results, use more learning strategies, maintain low language anxiety and keep healthy attributions. Therefore, it is important for teachers to help the students maintain properly high but accurate self-efficacy beliefs. In the end, some pedagogical suggestions are put forward. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01