Validating an Instrument for EFL Learners' Sources of Self-Efficacy, Academic Self-Efficacy and the Relation to English Proficiency

Autor/inn/en	Zheng, Chunping; Liang, Jyh-Chong; Tsai, Chin-Chung
Titel	Validating an Instrument for EFL Learners' Sources of Self-Efficacy, Academic Self-Efficacy and the Relation to English Proficiency
Quelle	In: Asia-Pacific Education Researcher, 26 (2017) 6, S.329-340 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-017-0352-3
Schlagwörter	Self Efficacy; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; College Students; Required Courses; Correlation; Prediction; Academic Achievement; Predictor Variables; Foreign Countries; Questionnaires; Physiology; Sociocultural Patterns; Stress Variables; Measures (Individuals); Validity; China + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Collegestudent; Pflichtkurs; Korrelation; Vorhersage; Schulleistung; Prädiktor; Ausland; Fragebogen; Physiologie; Soziokulturelle Theorie; Messdaten; Gültigkeit
Abstract	Research on self-efficacy has been a productive field while limited studies have explored language learners' formation of academic self-efficacy. This quantitative study developed an instrument with two questionnaires for assessing English as a foreign language (EFL) learners' formation of self-efficacy and academic self-efficacy. It further investigated the complex relationship among learners' sources of self-efficacy, academic self-efficacy and their English proficiency. The participants were 700 EFL learners at a comprehensive university in China, who took a compulsory language course for improving their overall English proficiency. The results validated the two questionnaires and further confirmed the correlations among the three constructs. It is very striking to see that the 'social persuasion' played the most significant and positive role for predicting learners' academic self-efficacy and all aspects of English proficiency. Moreover, 'physiological states' were found as a negative predictor for explaining learners' achievements in English listening and reading. The research highlights the importance of socio-cultural factors during learners' formation of academic self-efficacy in China, particularly the significant roles played by the influential social agents. Implications are provided for reducing EFL learners' physiological stress and sustaining their academic self-efficacy for improving their language proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01