scholarly journals Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners

2020 ◽  
Vol 9 (1) ◽  
pp. 38-44
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
English Grammar ◽  
Correlational Design ◽  
The Relationship ◽  
Positive Significant Correlation ◽  
Recent Insight

A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners’ self-efficacy and their achievements in the grammar test is.  Drawing on the correlational design, an English grammar test was administered to the learners to know the learners’ acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners’ self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.

Self-Efficacy Sources, Reading Self-Efficacy, Metacognitive Reading Strategies and Reading Comprehension Performance: A Correlational Study in Saudi EFL Context

2021 ◽  
Vol 7 (2) ◽  
pp. 19-35
Author(s):  
Muhammad Waleed Shehzad ◽  
Ishtiaq Hussain ◽  
Amer Akhtar ◽  
Saadia Fatima
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Strategies ◽  
Structural Equation ◽  
Physiological State ◽  
Positive Association ◽  
Efficacy Beliefs ◽  
Correlational Design ◽  
Metacognitive Reading Strategies ◽  
The Relationship

Abstract The intended aim of this research was to identify the connection of Self-Efficacy Sources (SES) and Metacognitive Reading Strategies (MCRS) with Reading Comprehension (RC) by deploying reading Self-Efficacy Beliefs (SEB) as a mediating construct. A correlational design was utilized. Proportionate stratified random sampling was deployed to select a sample of 383 Saudi EFL university learners. Questionnaires and a reading comprehension test were employed to gather the data. Structural equation modelling was used to test the relationships. Results indicated that SES were substantially associated with SEB except physiological state. Moreover, all the three MCRS showed significant and positive association with SEB. Also, SEB were substantially associated with RC. Regarding mediation, it was discovered that SEB mediated the relationship among SES and RC except one source, i.e., physiological state. Moreover, SEB mediated the association between all the three MCRS and RC. This study provides several implications for learners, teachers, and policymakers. Keywords: Metacognitive Reading Strategies, Self-efficacy Sources, Reading Self-efficacy Beliefs, Reading Comprehension, Saudi EFL Learners

scholarly journals Self-Efficacy and Critical Thinking as the Predictors of Autonomous Language Learning in EFL Contexts

2017 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Mania Nosratinia ◽  
Faranak Amiri Hossaini
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Self Efficacy ◽  
Rank Order ◽  
Sampling Strategy ◽  
Unique Contribution ◽  
Efl Learners ◽  
Efl Teachers ◽  
Age Range ◽  
The Relationship

The thrust of the present study was to systematically investigate the relationship between EFL learners' Self-Efficacy (SE), Critical Thinking (CT), and their Autonomy (AU). To this end, 196 male and female EFL learners, within the age range of 20 to 30 (Mage= 25) were selected based on convenience sampling strategy. They were asked to fill in three questionnaires, namely Sherer, Maddux, Mercadante, Prentice-Dunn, Jacobs, and Rogers' SE Scale (1982), Honey's CT questionnaire (2000), and Zhang and Li's Learner AU questionnaire (2004). Since the assumptions of normality of distribution were violated for the scores of AU and SE, in order to find out the relationships among the variables, the non-parametric Spearman Rank Order Coefficient of Correlation was conducted. The results revealed that there was a significant and positive correlation between AU and CT, AU and SE, and CT and SE. Furthermore, a regression analysis revealed that SE has the largest β coefficient (β = 0.519, t = 7.65, p = 0.0005). This is to say that SE makes the strongest statistically significant unique contribution to explaining AU. CT turned out to be the second significant predictor of AU scores (β = 0.186, t = 2.75, p = 0.007). The study concludes with a discussion on the obtained results followed by presenting some implications for EFL teachers, learners, and syllabus designers.  

scholarly journals The Relationship between Metacognitive Strategies and Self-Efficacy Beliefs: A Review of the Literature

2018 ◽  
Vol 6 (2) ◽  
pp. 169-187
Author(s):  
M. Waleed Shehzad ◽  
Mohd Hilmi bin Hamzah ◽  
Rafizah Mohd Rawian
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Strategy Instruction ◽  
Efficacy Beliefs ◽  
Vital Role ◽  
Metacognitive Strategies ◽  
Post Test ◽  
Efficacy Research ◽  
Relationship Of ◽  
The Relationship

Self-efficacy has been a topic of interest of many researchers since the last couple of decades. Previous literature has revealed that self-efficacy plays a vital role in the usage of metacognitive strategies in language learning. The fundamental aim of this paper is to review those studies which were conducted on the relationship between self-efficacy and metacognitive strategies. Many writers have written reviews on the relationship of self-efficacy with various educational variables. However, there is scarcity of reviews regarding the relationship between self-efficacy beliefs and metacognitive strategies. This review included 21 studies which were reviewed on the basis of following aspects: context of studies, gender, grade level, ethnicity, metacognitive strategy instruction, metacognitive strategies usage ranking, level of self-efficacy, research approaches and pre-test/post-test research designs. Also, several recommendations were presented at the end of the paper for future researchers.

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