scholarly journals The Interface Between Self-Efficacy Concerning the Self-Assessment on Students Studying English as a Foreign Language

2013 ◽  
Vol 70 ◽  
pp. 873-881 ◽  
Author(s):  
Akbar Rahimi Alishah ◽  
Mustafa Dolmaci
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
The Self ◽  
Self Assessment

scholarly journals Developing the scale of writing, speaking, listening, reading self-efficacy for learners of Turkish as a foreign language

2019 ◽  
Vol 14 (4) ◽  
pp. 676-693
Author(s):  
Dilek Unveren
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Foreign Language ◽  
Self Efficacy ◽  
Foreign Students ◽  
Item Analysis ◽  
The Self ◽  
Listening Skills ◽  
Sample Group ◽  
Confirmatory Factor

The aim of this study is to develop a scale to measure Turkish reading, listening, speaking and writing self-efficacy of foreign students in Turkey. The sample group of this study consists of 412 foreign students studying in TOMER. At the first phase, four sets of items consisting of 200 items were prepared as a data collecting tool. Eliminating 90 of the items upon expert evaluations, a draft scale consisting of 110 items was applied to mentioned foreign students. The data obtained from the study were analysed by item analysis, exploratory and confirmatory factor analysis methods. At the end of the study, the self-efficacy scale of Turkish reading, writing, speaking and listening skills, which consists of 94 items and targets foreigners who learn Turkish as a foreign language, was found to be a reliable and valid scale. Keywords: Self-efficacy scale, learning Turkish as a foreign language.

scholarly journals Can I teach these students? A case study of Vietnamese teachers’ self-efficacy in relation to teaching English as a Foreign Language

2020 ◽  
Author(s):  
Nga Thi Tuyet Phan
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Efficacy Beliefs ◽  
The Self ◽  
Teaching English ◽  
University Teachers ◽  
The Relationship

The study looked at factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. This study explored the relationship between Vietnamese teachers’ discourses of effective teaching practices and their self-efficacy beliefs, the influence of Vietnamese culture and context on teachers’ self-efficacy beliefs, and whether participating in the research led to a change in the self-efficacy beliefs of the teacher participants and of myself as researcher.The research took the form of a qualitative case study. Participants were eight university teachers of the English language at a technical university in Vietnam. Data collection lasted six months. Data collection tools included focus group discussions, individual interviews, journaling, and observations. An inductive coding process and thematic analysis were used for analysing data. Findings indicate that social persuasion was the most influential source of self-efficacy information. The study shows that different sources of self-efficacy information interacted with one another to influence the two dimensions of self-efficacy. Besides, it appears that teachers’ understanding of a number of environment and workplace factors appeared to constrain some teachers into adopting the Grammar Translation Method (GTM) approach and possibly reduced their self-efficacy in adapting a Communicative Language Teaching (CLT)-oriented approach. After participating in the study, the teaching approaches of study teachers and my own approaches seemed to be more CLT-oriented although most of us were characterised by a low sense of self-efficacy in adapting this approach in the Vietnamese classrooms. Findings also suggest that several aspects of Vietnamese culture, e.g. the concept of face, are likely to have influenced the way the study teachers selected, weighted and interpreted efficacy-building information. In addition, it is plausible that changes in context, e.g. teaching different kinds of students, led to a change in the way the teachers and I weighed and selected self-efficacy information. Self-reflection, self-doubt and self-regulation were other factors causing fluctuations in the study teachers’ and my self-efficacy. My study contributes to a widening understanding of how different aspects of culture can impact on self-efficacy. It provides examples to challenge the claim that the self-efficacy of experienced teachers is stable and the widespread view that a negative sense of self-efficacy induces individuals to give up and make less effort. The study shows the relationship between teacher self-efficacy beliefs and their discourses of EFL instruction, i.e. their self-efficacy in using different aspects of a communicative approach fluctuated at different stages of the study. The study points to the need to improve leadership practice and teaching conditions at the faculty and university. Preparing teachers for regulation strategies, encouraging them to work collectively, and offering more professional development programs are likely to develop a stronger sense of self-efficacy among teachers.

The Association between the Directional Accuracy of Self-Efficacy and Accounting Course Performance

2002 ◽  
Vol 17 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Theodore E. Christensen ◽  
Timothy J. Fogarty ◽  
Wanda A. Wallace
Keyword(s):  
Path Analysis ◽  
Extracurricular Activities ◽  
Self Efficacy ◽  
Essential Element ◽  
The Self ◽  
Accounting Students ◽  
Exam Performance ◽  
Course Performance ◽  
Self Assessment ◽  
Subsequent Performance

This study examines how accounting students' ability to assess their course standing mid-way through the term is associated with their success in the course. Drawing on the paradigm of self-efficacy, we explicitly assess mid-way through the course how aware students are of (1) their exam performance, having taken an exam but before receiving feedback, and (2) their final course grade. Path analysis results for a sample of 214 students suggest that the more conservative a student's self-efficacy (that is, the less optimistic or more pessimistic the self-assessment), the higher the second exam score and final course grade. This relationship holds even after controlling for cumulative GPA in accounting courses, average exam performance during the term, trajectory of achievement, number of accounting classes already completed, and the extent of involvement in extracurricular activities. Path analysis results also support the notion that student characteristics are associated with performance, both directly and indirectly (via their association with the conservatism of self-efficacy). We find that the direction of inaccuracy matters. When students' predictions are below outcomes, reflecting pessimism, subsequent performance improves. When predictions are above outcomes, reflecting optimism, subsequent performance deteriorates. These results suggest that the direction of inaccuracy in understanding current course standing is an essential element of students' success in the classroom, apparently due to the self-regulatory behavior prompted by such misalignment.

scholarly journals The project of the self-assessment descriptors for Czech as a second language

2018 ◽  
Vol 9 (1) ◽  
pp. 173-180
Author(s):  
Kateřina Šormová
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Pilot Project ◽  
The Self ◽  
Difficulty Level ◽  
Ability Level ◽  
Self Assessment ◽  
The Subject ◽  
The Given

The project of the self-assessment descriptors for Czech as a second language Aim. The aim of the research is to evaluate the set of the self-assessment descriptors for Czech as a second language. Methods. The subject of the study were 753 descriptors evaluated by 50 teachers and 640 students. They are analysed with the application od quetionaires and controlled interviews. Pilot project tested the methodology to estabilish the difficulty level of descriptors and the ability level of learners. Results. The analysis shows that some of the descriptors need to be reduced and some of them reformulated. Conclusion. The analysis shows that many teachers are not sufficiently informed on Czech as a second language, they evaluate the descriptors from the perspective of a foreign language. Another finding is the inexperience of many teachers with the language levels following the CEFR; they label words or grammatical elements as an inappropriate level, but their estimate is very often incorrect. The teachers mark sayings, proverbs and idioms as the most problematic. The students are often able to express the given meaning, but they are shy to speak in a foreign language.

scholarly journals The structure of future dentists’ foreign language communicative competence

Osvitolohiya ◽  
2018 ◽  
pp. 157-163
Author(s):  
Yaroslava Kulbashna ◽  
Valeriia Zakharova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
The Self ◽  
Professional Activity ◽  
Self Assessment ◽  
Language Competence ◽  
Proper Understanding ◽  
Language Structure ◽  
Main Components ◽  
Selection Of

The article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their level.

scholarly journals On-Task and Off-Task Self-Assessment: Which Works Better on Young Learners’ Writing Performance?

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Ni Luh Putu Eka Sulistia Dewi ◽  
I Nyoman Pradnyana Bayu Trisna
Keyword(s):  
Foreign Language ◽  
Sampling Error ◽  
Writing Process ◽  
Sixth Graders ◽  
The Self ◽  
Self Assessment ◽  
Writing Performance ◽  
Significance Level ◽  
Young Learners ◽  
Significant Difference

The implementation of self-assessment might contribute to the young learners’ English proficiency and affective domain. Yet, there is still limited findings found for the effect on young learners’ writing performance. This experimental study investigated the effect of on-task and off-task self-assessment on young learners of English as a foreign language in Bali, Indonesia. 46 sixth graders participated in this study were required to do self-assessment in completing their writing prompt. A self-assessment checklist was used as the instrument. The on-task self-assessment group applies the self-assessment checklist at every stage of their writing process, namely pre-writing, drafting, revising, editing, and publishing.  On the other hand, the off-task self-assessment group uses the self-assessment checklist before they start the writing process. Using independent samples t-test for hypothesis testing, it was found that there is no significant difference in both groups’ writing performance since the real probability that is due to sampling error is 0.194 which is bigger than the significance level of 0.05. Therefore, self-assessment could be implemented in on-task and off-task since it brings similar effect to the young learners’ writing performance.

The Effect of Career Cruising on the Self-efficacy of Students Deciding on Majors

2014 ◽  
Vol 34 (2) ◽  
pp. 16-25 ◽  
Author(s):  
Karen Cunningham ◽  
Anthony Smothers
Keyword(s):  
Academic Advising ◽  
Self Efficacy ◽  
Short Form ◽  
Career Decision ◽  
The Self ◽  
Assessment Instrument ◽  
Self Assessment ◽  
Test Methodology ◽  
Post Test ◽  
The Impact

We analyzed the impact of a self-assessment instrument on the self-efficacy of those deciding on majors in a university setting. Using a pre- and post-test methodology, we employed Career Cruising to measure career decision-making self-efficacy. Participants completed the Career Decision Self-Efficacy–Short Form (CDSE-SF) with dependent variables of academic advising and the levels of self-efficacy among the CDSE-SF five subscales: Accurate Self-Appraisal, Gathering Occupational Information, Goal Selection, Planning for the Future, and Problem Solving. The data were subjected to paired and independent t tests to measure any differences in mean scores. The results indicated a slight increase in career self-efficacy for students who participated in both Career Cruising and academic advising.

INFLUENCE OF PROCRASTINATION ACADEMIC ON THE SELF ASSESSMENT STUDENT PERFORMANCE ACCORDING TO STUDENT’S LEVEL OF SELF EFFICACY

2016 ◽  
Vol 2016 (4) ◽  
pp. 48-67
Author(s):  
Hugo Dias Amaro ◽  
Elder Semprebon ◽  
Edson Adir Baron Junior ◽  
Angelo Felipe Dezevecki
Keyword(s):  
Student Performance ◽  
Self Efficacy ◽  
The Self ◽  
Self Assessment

scholarly journals The self-assessment accuracy and its relationship with performance and individual characteristics

2011 ◽  
Vol 24 (1) ◽  
pp. 103-126
Author(s):  
YounHee Roh ◽  
YoungWoo Sohn
Keyword(s):  
Locus Of Control ◽  
Self Efficacy ◽  
Self Esteem ◽  
Individual Performance ◽  
Individual Characteristics ◽  
The Self ◽  
Self Assessment ◽  
Self And Other ◽  
Internal Locus Of Control ◽  
Post Hoc

This study investigated the effects of self-assessment accuracy on individual performance. The self-assessment accuracy was defined as the degree of agreement between self- and other-assessments. A total of 158 subjects assessed themselves and others in their groups on the extent to which they actively participate in their group-based task. Following the method of Atwater and Yammarino (1997), subjects were classified into four groups. Individuals assessed as high by self and others, low by self and others, high by self and low by others, and low by self and high by others were categorized as in-agreement/high assessors, in-agreement/low assessors, over-estimators, and under-estimators, respectively. To test the hypothesis that in-agreement/high assessors will show greater performance than in-agreement/low assessors, over-estimators, and under-estimators, one-way ANOVAs and post-hoc analysies were used. The results showed that in-agreement/high assessors showed greater performance (i.e., final record) than in-agreement/low assessors and over-estimators, and so the hypothesis was partially supported. In addition, this study tested the hypotheses that in-agreement/high assessors will show better indices in such individual characteristics as internal locus of control, self-esteem, self-efficacy, conscientiousness, and neuroticism than in-agreement/low assessors, over-estimators, and under-estimators. The results showed that in-agreement/high assessors showed higher self-efficacy and conscientiousness than in-agreement/low assessors, and so the hypotheses were partially supported.

Sign in / Sign up

Export Citation Format

Share Document