scholarly journals Research Into Second Language Learners’ and Teachers’ Self‐Efficacy Beliefs: Making the Connections

2020 ◽  
Author(s):  
Mark Wyatt
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Efficacy Beliefs

scholarly journals Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success.

2021 ◽  
Vol 24 ◽  
pp. 130-158
Author(s):  
Parra Carlos ◽  
Geriguis-Mina Nanci
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Cultural Practices ◽  
Western Influence ◽  
Group Members ◽  
Perceptions And Expectations ◽  
Prior Experiences

In reference to cultural patterns in collectivistic societies, teaching and learning are greatly influenced by the teachers’ collectivistic or individualistic cultural orientation (Kaur & Noman, 2015). However, in dealing with both audiences and their teaching platforms, a chasm appears between methodologies and their applications since collectivistic societies are reluctant to accept methodologies perceived as mere Western innovations. In other words, a seemingly pedagogical incongruence arises where direct individualistic Western influence is perceived as unsuitable to a collectivistic mindset. One must keep in mind that family members in collectivist societies, who view themselves as part of a group rather than independent individuals, seem to feel more interdependent and mutually responsible for each other. In addition to Vygotski’s assertion that children’s cognitive development is enriched through social interaction with more skilled individuals (1978), Bandura (1982) emphasizes that the degree to which learners believe in their own self-efficacy influences their functioning cognitively, motivationally, emotionally, and their decision making process. Also, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultural practices and consent to norms and expectations. In our exploration, second-language learners (SLLs) from collectivistic societies advance academically—English as a second language included—within the frame of sociocultural theory, since they seem to be motivated by their culturally-induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group’s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). Our research seems to indicate that this outcome is significantly affected by the self-efficacy and self-reliance produced by prior successes in challenging tasks that may have been mandated by the SLL’s elders. In addition, SLLs also seem to succeed in accomplishing more challenging goals as they observe their families’ values and traditions even when they are in a society that enforces individualistic values.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

scholarly journals Effects of Intervention on Self-Regulated Learning for Second Language Learners

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Yu Lu ◽  
Wen-Juo Lo ◽  
Felicia Lincoln
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Goal Setting ◽  
Self Efficacy ◽  
Second Language Learners ◽  
Self Regulation ◽  
Environment Management ◽  
Self Regulated Learning

AbstractThe study investigated the effects of an intervention program on self-regulated learning designed for second language learners. One hundred and twenty participants who were sophomore English majors at a university in China were randomly assigned to either the treatment or the control group. The intervention was composed of six weekly two-hour training sessions that focus on five main variables of self-regulatory processes: goal setting, self-efficacy, time and study environment management, language learning strategies, and attribution. The evaluation of the effectiveness of the intervention included multiple outcome variables, which were grouped into three categories: students’ motivational beliefs, students’ strategy use, and students’ academic performance. The results of the immediate training effects on goal setting, self-efficacy, attribution, time and study environment management, memory strategy, compensation strategy, metacognitive strategy and second language proficiency confirmed that academic self-regulation is a trainable student characteristic and self-regulation training can be used effectively in a second language classroom setting. The feature of the current study design allows for systematically examining and evaluating both motivational variables and learning strategies in the context of second language learning.

scholarly journals Do learners’ beliefs matter? Self-efficacy and second language achievement among Iranian second language learners

2021 ◽  
Author(s):  
Mehrzad Eftekhar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Second Language Learners ◽  
Research Question ◽  
Language Learner ◽  
Learning Performance

Through interviews with eight Iranian participants, this Major Research Paper explores second language adult learners’ beliefs about their abilities in performing English language tasks. Primary research questions include: (i) Do learners’ self-efficacy or beliefs about their competency in acquiring a second language affect their language learning performance? (ii) Does gender impact the level of self-efficacy a second language learner might hold? With respect to the first research question the findings demonstrate that unlike the female participants, the male participants’ self-efficacy positively correlates with their second language acquisition. In terms of the second research question, the results of the study show that gender isn’t deemed influential in the formation of self-efficacy among second language learners.

Psychometric properties of a self-efficacy scale for English language learners in Vietnam

2021 ◽  
pp. 136216882110278
Author(s):  
Do-Hong Kim ◽  
Chuang Wang ◽  
Thi Nhu Ngoc Truong
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Psychometric Properties ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Item Difficulty ◽  
Chinese Students ◽  
Efficacy Beliefs

Researchers and practitioners in the field of second language acquisition have come to realize the importance of non-cognitive skills such as self-efficacy and self-regulation in students’ learning of a second language. However, there has been limited systematic research on such measures in the second language context and the validity and reliability of their intended use and interpretation. The Questionnaire of English Self-Efficacy (QESE) was designed to measure English language learners’ self-efficacy beliefs. This study applied the Rasch model to evaluate the item-level psychometric properties of QESE and its adequacy for use in the Vietnamese context. The results demonstrated that the QESE items predominantly measured a unidimensional construct (i.e. self-efficacy beliefs in learning English as a second language). The scale was highly reliable, and its rating categories functioned effectively, reflecting varying levels of self-efficacy beliefs. Although the item difficulty hierarchical order was generally consistent with the anticipated hierarchy within the Vietnamese context, there were a few surprising results, contradicting what was previously found with Chinese students. For example, item 28 ( writing diaries in English) was a very difficult task for Vietnamese students, but a previous study showed that it was a moderately difficult task for Chinese students. Item 5 ( writing blogs on the Internet) was an easy task for Vietnamese students, but it was a difficult task for Chinese students. The findings provide directions for future research and have implications for helping professionals provide best practices that meet the unique educational needs of English language learners.

A longitudinal ERP study of language effects in beginning second language learners

2010 ◽  
Author(s):  
Katherine J. Midgley ◽  
Laura N. Soskey ◽  
Phillip J. Holcomb ◽  
Jonathan Grainger
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Effects
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