Type of Document	Dissertation
Author	Chen, Huei-Yu
URN	etd-11132007-162400
Title	The Relationship between EFL Learners' Self-Efficacy Beliefs and English Performance
Degree	Doctor of Philosophy
Department	Middle and Secondary Education, Department of
Advisory Committee	Advisor Name Title Deborah J. Hasson, Ed.D Committee Chair Alysia D. Roehrig, Ph.D. Committee Member John Keller, Ph.D Committee Member Patrick C. Kennell, P.h. D. Committee Member
Keywords	Motivation Self-Efficacy Language Teaching EFL Listenng
Date of Defense	2007-04-26
Availability	unrestricted
Abstract ABSTRACT While many second/foreign language studies have examined the relationship between language motivation and students’ language performance, few have looked into second/foreign language learners’ efficacy belief and its impact on their learning outcome. Additionally, the relationships among foreign language self-efficacy and other second/foreign language motivational variables have not been discussed in the English as a foreign language (EFL) literature. Conducted under the theoretical framework of Bandura’s (1986) social cognitive theory, the present study examined the predictive power of English listening self-efficacy, English anxiety, and perceived value of English language and culture on EFL learners’ English listening performance. The dominant sources of the EFL learners’ English listening self-efficacy were also investigated. Two hundred and seventy-seven Taiwanese college students participated in this research by filling out English Listening Self-efficacy Questionnaires, which was composed of four self-report measures—English Listening Self-efficacy Measure, English Listening Anxiety Measure, Perceived Value of English Language and Culture Measure, and Source of English Listening Self-efficacy Measure. Results of bivariate regression analysis and hierarchical multiple regression analysis showed that English listening self-efficacy was a stronger predictor of English listening performance than were English listening anxiety and perceived value of English language and culture. While English listening anxiety and perceived value of English language affected English listening performance, their impacts were determined by the learners’ levels of English listening self-efficacy. Results of factor analysis and hierarchical multiple regression analysis revealed that Mastery Experience and Social Persuasion from teachers—in a form of evaluation to the students’ English abilities—were the dominant sources of the students’ self-appraisal of English listening abilities. Implications of these findings for future research and EFL instruction are discussed
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