This book aim to explore what are the reasons for college students to prefer in using SNSs in learning English language. This investigation applies self-efficacy theory to explain how using SNSs will affect students’ beliefs. The study used questionnaire to conduct empirical research,collect, and analyze data of 286 participants from Umm AL-Qura University in Makkah in KSA. The findings clearly reflect that there is no significant difference between female and male groups in familiarity with SNSs. There is a significant positive correlation between reasons for using SNSs and students’ academic self-efficacy. Multiple regression analysis showed only non-academic reasons for using social networking sites technology and it has a positive effect on the students’ academic self-efficacy. The results suggest that using SNSs in daily life for non-academic reasons will promote students’ academic self-efficacy for informal learning purposes. As well as using SNSs in academic field with regulated learning environment may promote both effective methods of teaching and learning English language.
Self-Regulated learning (SRL) refers to students taking respnsibility for what and how they learn in the classroom, and how it affects their thoughts and actions. This action research case study sought to investigate the use of SRL of high school juniors enrolled in the IB English A1 curriculum at an urban sescondary school. The focus of this study was students' behavior and beliefs through LASSI testing, phenomenological interviews, journaling and artifacts in an authentic classroom setting. The self-regulated strategies of Zimmerman and Martinez -Pons (1986) were the foundation for this study in an attempt to align the SRL strategies and students' beliefs with the IB student profile: the results were then triangulated with the IB student profile and mission of "learning to learn." The SRL strategy of collective efficacy was found to be the "key" in achieving academic success in this program. This study demonstrates the importance of determining and examining student beliefs and perceived self-efficacy in academic settings. Student autonomy and self-efficacy is essential in promoting the need and implementation for "learning to learn" at all levels of ELA programs.
Learning English as a foreign language is becoming more and more important for educational, cultural, economic, political, and personal reasons. Therefore; learners, parents, teachers, researchers, and institutions are putting many efforts for improved learning environments. Being a part of these efforts, this study investigates self-efficacy, learner’s judgments of their abilities to organize and perform set of actions. The results of this study reveal that self-efficacy correlates with success in language learning and there are different sources in EFL to contribute self-efficacy beliefs of learners.
This book was primarily designed to theoretically and scientifically investigate whether the self-efficacy, achievement motivation, and self-regulated learning strategies were related to each other in an integrated model. The second primary aim of this book was to provide multidimensional explanations towards influence of self-efficacy, achievement motivation, and self-regulated learning strategies on students' academic achievements to improve learning process and academic out come in higher institutions. Thus, this book presents extensive literature on self efficacy, achievement motivation, and self-regulated learning strategies and their effects towards academic achievement. The above aims become more crucial since it is unusual among educational researchers to combine self-efficacy, achievement motivation, and self-regulated learning strategies components into a single model investigating students’ academic achievement.Further, The self efficacy includes three dimensions: control self-efficacy, performance learning efficacy, and self efficacy encouragement, the achievement motivation construct consist of three dimensions: mastery goals, performance goals, and avoidance goals
This book is an effort to discover and find out the positive relationship among the three variables- motivation, self-efficacy and academic achievement of students- in the Pakistani context. It is discerned in this research that the feeling of self-efficacy is the most basic and important rung in the ladder of academic success with motivation serving the purpose of a significant intermediary. This study reinforces the role of parents and teachers as noteworthy in developing the self-efficacy beliefs of students which make them independent learners contributing to the reservoir of their intrinsic motivational level much needed for their academic excellence.
Language is the medium of instruction through which students gain access to the curriculum, and through which they display their understanding. So, it cannot be separated from what is taught and learned in schools. For this reason, a content teacher who has students in a foreign language medium class has to be equipped with key principles of foreign language learning. However, students’ academic speaking across curriculum problem is generally perceived as problems related to EFL learning. Language classes alone are not adequate to improve students’ academic speaking across curriculum as the meaning of academic language is bound to the language of each content subject. This book, therefore, with qualitative analysis shades some light on problems of high school students’ academic speaking across curriculum in English medium schools from a new perspective - content teachers’ views, and should be especially useful to content and EFL teachers, policy makers, experts, and researchers working in multilingual contexts where medium of instruction shifts from mother tongue to foreign language. It is also useful to anyone interested in academic speaking across curriculum.
To ensure the survival of the Maori language, and the cognitive advantages associated with bilingualism, Maori medium students need to reach a high level of proficiency in both the English and Maori languages over their time at school. As well as academic success, Maori medium whanau expect their students to gain a level of competence in te reo Maori that enables them to actively engage in authentic Maori cultural contexts. This is crucial as the historical interruption to the intergenerational transfer of te reo Maori means that today Maori medium graduates make up the main pool of speakers who can transmit our language into the future. This book describes an action research project in which a group of Maori medium students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Maori medium programme.
Learning English for Academic Purposes LEAP 2nd edition for English language learners preparing for study in Higher Education is now a two-book series focussing on key language skill development incorporating global issues material with academic content.
A language of instruction is an enabling tool that facilitates the learning of content subjects.It is a means by which learners grasp and reflect on the content in order to convert information into knowledge. This book aims to investigate the extent to which the one year English language course that the National University offers prepares students to cope with content subjects through the medium of English. In this regard, it starts with analysing students’ needs in terms of the English language knowledge and skills they need in order to function effectively through the English medium of instruction. Then, it analyses the one year English course materials to consider the extent to which they address the academic preparation of students on the course. Furthermore, it investigates students’ and teachers’ perceptions about the helpfulness of the course. it finally proposes an adjustment of the course towards English for Academic Purposes. This book is mainly useful for both English and content subjects teachers and learners in contexts where English as a foreign language is used as the language of instruction.
The main objective of this study is to explore to what extent the Self-Access Center (SAC) use promotes autonomous language learning. To achieve this objective, Level-2 and Level-3 Peacekeeping English project students of Addis Ababa and Harrar Self Access Centers were chosen as a participant of the study. For the purpose of gathering sufficient and reliable data, three instruments were used. The questionnaire is used to assess students feeling about the SAC, the materials they use to improve their language skills, self-assessment, language learning strategies and how the SAC is helping them. The interviews are used to get a detail overview of the information gathered through the questionnaire. And the observation is also used as a supplementary tool for the data gathered through the questionnaire and interview. Then,the data were analyzed both qualitatively and qualitatively. The findings shows that students are good in making self-assessment, deciding on their language learning process and independent use of material. However,students still have problems on setting their language learning goals, discussing on their own language learning strategies and use of learners note book.
In foreign language learning and education, social psychological variables are of utmost importance. These variables can highly affect the learners’ performance and their achievement level, especially when they learn in a community of peers. One of the most influential psycho-social domains in language pedagogy is Perceived Social Self-Efficacy; “an individual’s confidence in his/her ability to engage in the social interactional tasks necessary to initiate and maintain interpersonal relationships” (Smith and Betz, 2000). This book has aimed to focus on the relationship between the perceived social self-efficacy of EFL students and their foreign language classroom anxiety.
A mushrooming computer market and the advent of World Wide Web have sparked a rapid increase in the electronic delivery of education. Technology based distance education has been around a long time, but its growth has surged in the 1990s all over the world, resulting in growing thousands of online courses in field of English language teaching. One of the main reasons for this growth in online learning is an improvement in resources, technology and established effective methods of learning. Online education offers every individual the right information in right format at the right time. This is known as “any time, any place, at any pace” principal of learning. The study has collected information on participants’ who are teachers of primary school level; perceptions of an online course. The study followed a convergence of quantitative and qualitative methods. The effectiveness of the online course was analyzed through feedback received from interviews of learners and feedback received from learners and ELT experts through questionnaire. Both sets of data have been summarized and analyzed by the researcher to draw meaningful conclusions.
This book investigates the role of self-efficacy beliefs in the information-seeking behaviour of high school students in Mauritius. Over the years, much research seems to have been carried out on students' self-efficacy beliefs in the field of education and psychology but yet, little seems to have been carried out in the field of information-seeking. In Mauritius, there appears to be no academic literature available in the area of self-efficacy and information-seeking despite the growing importance of both aspects. Both self-efficacy and information-seeking would help in terms of our students' academic success and in predicting academic performances. This book will amongst other benefits, provide guidance to teachers, librarians, academics and researchers alike on issues pertaining to the development of students' self-efficacy in information-seeking and in gaining further insight into students' information-seeking practices.
The book is aimed at finding out the influence of the dynamics of study groups on students’ academic performance. Results of the study show that there is a strong positive relationship between the internal dynamics of the group students’ belong to and their academic performance. However, the independent variables do not affect performance in English and Mathematics unless there is academic effort. A significant relationship was found between students’ self-concept of academic ability and the effort the put into their learning; that is, the number of hours they spend to study during the week and at weekends. The overall results of the study show that the internal dynamics of the groups that students belong to can boost or deflate their confidence in their ability to achieve success; this self-confidence also spurs them on to study hard and eventually do well. Thus the internal dynamics can affect academic performance only when self-efficacy is boosted and when academic effort is also increased.
In this qualitative phenomenological study, the researcher sought to investigate international undergraduate English language learners’ perception of and experiences with language and academic acquisition through online learning. This study was conducted with a selected group of 10 undergraduate international students enrolled in the Liberal Arts program at a private four year college in New York State. The data for this study was collected via: (a) participant screening questionnaire, (b) individual participant interviews, and (c) focus group interview. The researcher transcribed the interviews, analyzed the transcriptions, and coded the data into four related themes: (1) perception of online learning, (2) perception of cultural differences, (3) perception of second language acquisition, and (4) perception of academic content acquisition. The findings of this study indicated that overall, participants’ perceived advantages and disadvantages regarding English as a second language acquisition, academic acquisition, as well as disadvantages associated with cultural differences.