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Boosting Learners' Confidence in Learning English: Can Self-Efficacy-Based Intervention Make a Difference?

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Title: Boosting Learners' Confidence in Learning English: Can Self-Efficacy-Based Intervention Make a Difference?
Language: English
Authors: Jiajing Li (ORCID 0000-0002-3810-9277), Chuang Wang (ORCID 0000-0003-3372-2053), Yao Zhao (ORCID 0009-0004-1351-1819), Yijie Li (ORCID 0000-0003-0593-8121)
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2024 58(4):1518-1547.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 30
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Self Efficacy, English (Second Language), Second Language Instruction, Intervention, Secondary School Students, Student Attitudes, Program Effectiveness, Student Motivation, Learner Engagement, Academic Achievement, Foreign Countries
Geographic Terms: China
DOI: 10.1002/tesq.3292
ISSN: 0039-8322
1545-7249
Abstract: Self-efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self-efficacy interventions. This study leverages a mixed methods design to evaluate the effectiveness of a self-efficacy intervention over 16 weeks among Chinese English as a foreign language learners. Data were collected from 102 secondary school students (52 and 50 students in the intervention and comparison groups, respectively). We also interviewed nine students from the intervention class. Repeated measures mixed analyses of variance were employed to check the changes in self-efficacy, intrinsic motivation, engagement, and academic achievement over time as well as to detect the differences in these aspects between the comparison and the intervention groups. Moreover, thematic analysis was adopted to handle the qualitative data. Results of the quantitative phase showed that the explicit self-efficacy supports worked effectively in promoting self-efficacy, intrinsic motivation, and language proficiency. Results of the qualitative phase triangulated the findings from the quantitative phase, illuminating the broad-spectrum effect of self-efficacy support. Implications and directions for future research are discussed.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447789
Database: ERIC
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  Data: Boosting Learners' Confidence in Learning English: Can Self-Efficacy-Based Intervention Make a Difference?
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  Data: <searchLink fieldCode="AR" term="%22Jiajing+Li%22">Jiajing Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3810-9277">0000-0002-3810-9277</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chuang+Wang%22">Chuang Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3372-2053">0000-0003-3372-2053</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yao+Zhao%22">Yao Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-1351-1819">0009-0004-1351-1819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yijie+Li%22">Yijie Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0593-8121">0000-0003-0593-8121</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%3A+A+Journal+for+Teachers+of+English+to+Speakers+of+Other+Languages+and+of+Standard+English+as+a+Second+Dialect%22"><i>TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect</i></searchLink>. 2024 58(4):1518-1547.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesq.3292
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  Data: 0039-8322<br />1545-7249
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  Data: Self-efficacy is theorized as a malleable construct that can be influenced by teachers' instructions; however, limited effort has been devoted to evaluating the effectiveness of self-efficacy interventions. This study leverages a mixed methods design to evaluate the effectiveness of a self-efficacy intervention over 16 weeks among Chinese English as a foreign language learners. Data were collected from 102 secondary school students (52 and 50 students in the intervention and comparison groups, respectively). We also interviewed nine students from the intervention class. Repeated measures mixed analyses of variance were employed to check the changes in self-efficacy, intrinsic motivation, engagement, and academic achievement over time as well as to detect the differences in these aspects between the comparison and the intervention groups. Moreover, thematic analysis was adopted to handle the qualitative data. Results of the quantitative phase showed that the explicit self-efficacy supports worked effectively in promoting self-efficacy, intrinsic motivation, and language proficiency. Results of the qualitative phase triangulated the findings from the quantitative phase, illuminating the broad-spectrum effect of self-efficacy support. Implications and directions for future research are discussed.
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  Data: 2024
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  Data: EJ1447789
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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      – TitleFull: Boosting Learners' Confidence in Learning English: Can Self-Efficacy-Based Intervention Make a Difference?
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