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.
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 research examines Swedish students’ attitudes and motivation towards English education in two upper secondary schools, using Dornyei’s (2005) L2 motivational self system. Of interest is whether theoretical and vocational students have motivational differences when it comes to learning English as a second language. A quantitative questionnaire was compiled using the instrument variables from previous studies of L2 motivation, and question items, which were “re-theorized” for this particular study. 58 students participated, of which 30 were theoretical students and 28 vocational students. Results were then analyzed across three dimensions of L2 motivation: ideal L2 self, ought to L2 self, and L2 learning experience. Findings revealed that, on average, both groups were motivated to learn English as a second language, but that there is an apparent difference between theoretical and vocational students’ attitudes towards learning an L2.
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.
This book addresses the impact of gender attitudes on the performance of writing skills in the English language as a subject in the Kenyan secondary school curriculum. The author argues that after learning to write, students ought to develop the right attitude to nurture the art of writing. Attitude, whether positive or negative, affects both male and female students in nurturing the art of writing. Using the Self Efficacy Theory, the author investigates the influence of preferences by gender to aspects of writing. She also assesses the performance of both male and female students in writing skills, and the challenges faced by teachers and students in the teaching and learning of writing skills in English. This book is resourceful to English curriculum developers, policy makers, teachers and students of English language.
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.
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.
This study was designed to investigate the relationship between English language learning classroom anxiety and students’ English achievement test result. For this purpose 129 grade 11(eleven) students were randomly selected from Dembecha preparatory and secondary school. A self reporting questionnaire i.e foreign language classroom anxiety scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), consisted of 33 items, was administered to measure the students’ foreign language classroom anxiety level. The students’ first semester English final examination result was used to determine the relationship between English classroom anxiety and English achievement test result .Descriptive statistics to determine anxiety level,t-test to find out significance difference between males and females anxiety level and achievement and Pearson’s Moment Correlation Coefficient to determine relationship between anxiety and achievement test result were used to test the research problems....
For the last couple of decades, the concept of Multiple Intelligences has been appreciated in language learning. Multiple Intelligences (MI) theory is an important theory in the area of personal development and offers new pathways to better education. At the same time, the concept of self-efficacy has been widely investigated in various aspects of second and foreign language learning. Self-efficacy has been shown to facilitate cognitive engagement and academic aspirations. Despite the relative plethora of research on both MI and self-efficacy and the relationships between these two concepts and the learning of various aspects of language, there seems to be a paucity of research on the interrelationship between MI and self-efficacy, especially in foreign language learning situations. This book is an attempt to partially fill the existing gap. It offers a theoretical review of both constructs as well as an experimental analysis of the relationship between them. This book may be of interest to both practicing and prospective language teachers and researchers.
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.
The major role of self-directed learning (SDL), a sub-division of autonomy, in successful learning at distance education has been confirmed by various studies. Although learners pass General English courses before studying any ESP courses at distance education of Iran, they usually lack the preliminary skills for independent language learning. The current study aimed to explore the effect of self-directed training (SDT) on ESP learners’ self-directed learning readiness (SDLR) and their academic achievements in ESP courses. The results revealed that SDT enhanced ESP learners’ SDLR and their academic achievements in the corresponding ESP courses. Moreover, no difference was observed between the male and female learners’ SDLR and ESP scores. The findings imply that an appropriate training is needed to improve learners’ SDLR. It can contribute to a successful ESP learning at distance learning.
This study investigated the key determinants of Chinese students’ academic success indicated by their first semester GPA and credit hours earned in Korean universities. The determinants include demographics, prior achievement, academic self-efficacy, and Korean and English language proficiency. Questionnaires were issued and collected from 138 undergraduate and 63 graduate Chinese students studying in 27 different Korean universities. The findings of this study suggest that the Test of Proficiency in Korean (TOPIK) has a significant small to medium predictive effect on academic success and serves well as an admission requirement, especially for graduate students. The findings also highlight that both Korean and English proficiency influence on academic success in this particular context. The relationship of language proficiency and academic success is complicated, and this study contributes to the field by exploring this relationship in a less researched test, TOPIK and by investigating two languages at the same time. This study also contributes to the overall understanding of international university students’ academic success, in particular the success of Chinese students.
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.
The advancement of mobile technology has changed the traditional communication and teaching to novel teaching and learning. Communication through social network sites (SNSs) has given a new trend in teaching and learning. The purpose of this book is to summarize the influence of the teaching strategies via Social Network Sites (SNSs)on Students'satisfaction.The target is students, lecturers, and researchers who are interested in SNSs in the field of instructional technology.