Fostering Task-Specific Self-Efficacy Expectancies in the EFL Classroom

An Empirical Analysis of Short-Time Effects

Thèse de Master , 2012 , 104 Pages , Note: 1,0

Pédagogie - Psychologie pédagogique

It is commonly known that one of the major factors for successful learning is the motivation to learn. The constant issue for teachers, therefore, is how they can motivate their students to want to learn. The primary motivation for any learning is interest in the subject. Since all humans are interested in different domains, it is unrealistic to expect school students to be interested in, on average, ten different subjects which they have to study according to school curricula. Consequently, teachers try to motivate their students extrinsically and it can safely be said that success is one of the major sources of extrinsic motivation. Generally, people like to do what they are good at. The opposite is also possible – the student is interested in the subject but lacks success and therefore becomes unmotivated. So, how can students succeed in subjects they are not overly inter¬ested in or maintain their interest despite failures? Researchers in the field of educational psychology have been trying to find an answer to this question and many more questions concerning motivation theory. During the last few decades, the concept of self-efficacy has emerged and has become more important in research on learning. Simplified, self-efficacy is the confidence for being able to cope with tasks. It is said to be closely related to academic performance and to influence motivation by making the learner feel self-confident or insecure. The connection between self-efficacy and achievement has been researched in a number of studies, which will be summarized and discussed in an empirical research chapter. The influence of self-efficacy on motivation, however, has only theoretically been argued for. The research trying to show a causal relation between these two concepts is generally criticized for not measuring motivation directly but by measuring performance, goal-setting or self-regulation and equating these concepts with motivation. Despite the problems that arise when research is trying to operationalize motivation (Gardner 2007), self-efficacy is said to have an influence on it and is regarded as one of the major concepts in learning theory.

Inhaltsverzeichnis (Table of Contents)

• 1. Theories of Language Learning and Self-Beliefs
• 1.1. Introduction
• 1.2. Grammar Instruction in Second Language Acquisition
• 1.3. A Brief Motivation Theory Overview
• 1.4. Learners' Self-Beliefs: A Cognitive-Motivational Perspective
• 1.4.1. Self-Concept
• 1.4.2. Self-Efficacy
• 1.4.3. Causal Attributions
• 1.4.4. Self-Beliefs and Self-Regulation
• 1.4.5. The Potential Effects of Teacher Feedback
• 1.5. Empirical Research on Learners' Self-Beliefs and Grammar Teaching
• 1.5.1. Research on Grammar Teaching in the FL classroom
• 1.5.2. The Achievement Related Validity of Self-Efficacy
• 1.5.3. The Impact of Effort Attributional Feedback
• 1.6. Inferred Hypotheses
• 2. Self-Efficacy Training and Attribution Feedback - The Present Study
• 2.1. Method
• 2.1.1. Sample
• 2.1.2. Design and Procedure
• 2.1.3. Instrumentation
• 2.1.4. Statistical Analysis
• 2.2. Empirical Results
• 2.2.1. Preliminary Analyses
• 2.2.2. Treatment Effects by Group Comparison
• 2.2.3. Gender Effects
• 2.2.4. Grade Level Effects
• 2.2.5. Short-Term Effects of Self-Efficacy Training
• 2.3. Discussion of Empirical Findings
• 2.3.1. Results
• 2.3.2. Strengths and Limitations of the Present Study
• 2.3.3. Implications and Directions for Future Research
• 2.3.4. Educational Implications
• 2.4. Conclusion

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This study aims to investigate the effects of self-efficacy training and attributional feedback on the development of task-specific self-efficacy expectancies in EFL learners. The primary focus is on the short-term effects of these interventions on grammar learning and the learners' perceptions of their abilities. Key themes explored in the study include:

• The role of self-efficacy in language learning
• The impact of grammar instruction on learners' self-beliefs
• The effectiveness of self-efficacy training and attributional feedback interventions
• The relationship between self-efficacy, performance, and attributional styles
• The implications of the findings for grammar teaching in EFL classrooms

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides a comprehensive overview of relevant theories related to language learning and self-beliefs. It delves into theories of grammar instruction in second language acquisition, motivation, self-concept, self-efficacy, causal attributions, self-regulation, and the potential effects of teacher feedback. This chapter also examines existing empirical research on learners' self-beliefs and grammar teaching, specifically focusing on research on grammar teaching in the FL classroom, the achievement-related validity of self-efficacy, and the impact of effort attributional feedback.

Chapter 2 presents the methodology and findings of the study. It describes the sample, design, procedures, instrumentation, and statistical analysis employed. This chapter further examines the empirical results, including preliminary analyses, treatment effects by group comparison, gender effects, grade level effects, and the short-term effects of self-efficacy training. The chapter concludes with a discussion of the findings, highlighting strengths and limitations of the study, implications for future research, and educational implications.

Schlüsselwörter (Keywords)

This study focuses on the concepts of self-efficacy, grammar instruction, EFL learners, task-specific expectancies, short-term effects, attributional feedback, and empirical analysis. The research investigates the relationship between self-efficacy, performance, and attributional styles in the context of grammar learning and the implications for effective teaching practices in the EFL classroom.

• Université: University of Hannover (Pädagogische Psychologie)
• Note: 1,0
• Auteur: Lisa Jensen (Auteur)
• Année de publication: 2012
• Pages: 104
• N° de catalogue: V209699
• ISBN (ebook): 9783656372387
• ISBN (Livre): 9783656372776
• Langue: anglais
• mots-clé: Pädagogische Psychologie, Selbstwirksamkeit, Selbstkonzept, EFL, Self-Efficacy, Self-Concept, Fremdsprachen lernen, Englisch Didaktik, English Didactics