Students have different motivation in learning particularly in the context of learning English as a foreign language. One that motivates students in learning the target language is their self-efficacy. To optimize the English learning process, this study aims to find out the level of second-grade senior high school students' selfefficacy. The study which was conducted to a class also investigated the factors affecting their self-efficacy in learning English. To achieve the objectives, a case study design with multiple instruments was employed in this study. Data analysis showed that the students' self-efficacy levels were varied encompassing low, moderate and high level. The data also revealed that there were several factors influencing students' selfefficacy. Relevant pedagogical implications to increase students' self-efficacy in learning English are discussed in this paper.

Abstract: Many studies have been carried out on this concept of self efficacy in the academic settings. For example, Schunk (1995) stated that students when engaged in activities are affected by personal (e.g., goal setting, information processing) and situational influences (rewards, feedbacks). These provide students an idea on how well they learn. Self efficacy was enhanced when students perceived they performed well. On the other hand, Bandura, Barbaranelli, Caprara and Pastorelli (1996), reported that parents' academic aspirations for their children, influence the children's academic achievement directly or indirectly by influencing their self efficacy. Based on the theoretical explanation on self efficacy and findings of past studies, it is therefore the aim of this study to find out the relationship between students' self efficacy and their English language achievement. In Malaysia, English is a second language but since 2003, English is the medium of instruction for mathematics and science subjects for year one, form one and form six students. Based on this scenario, it is therefore pertinent to find out whether performance in the English language is largely determined by their perceived English language efficacy. A descriptive-correlational study was conducted on 1,146 students from eight secondary schools in the Petaling district, Selangor. The instruments used to measure self efficacy were the Self Efficacy Scale developed by Bandura (1995) and the Self Efficacy Scale developed by Kim and Park (1997). The findings showed that 51 percent of students had high self efficacy while 48 percent showed low self efficacy. Correlational analysis showed positive correlations between several dimensions of self efficacy that is, academic achievement eficacy (r = 0.48, p = 0.001); other expectancy beliefs (r = 0.34, p = 0.005); and self assertiveness (r = 0.41, p = 0.005) with academic performance in English language. In conclusion, achievement in English language will improve when students have high self efficacy in the language. The implications are discussed in relation to teaching and learning within the school settings.

This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, an...

Malaysia was recently ranked among top twelve out of 72 participated countries in the ranking for English language proficiency. Despite the good achievement, English language instructors in Malaysian higher learning institutions still have problems with students’ proficiency and involvement in English language classrooms. This study intended to investigate the relationships between self-efficacy belief and language learning strategies, with English language proficiency. The study employed a quantitative research design which involved 341 samples from Universiti Tenaga Nasional (UNITEN) Sultan Haji Ahmad Shah campus. Questionnaires on Self Efficacy Beliefs and Language Learning Strategies were randomly distributed and the result revealed that self-efficacy belief has significant relationship with learners’ level of proficiency in English language. However, out of the six language learning strategies, affective strategy was reported not having relationship with students’ English language proficiency.

This study examined the predictive value of Bandura’s 100 point self-efficacy scales among 208 third year university students (female; n = 108, male; n = 90) from three separate faculties; veterinary medicine (n = 60), business administration (n = 77) and engineering (n = 71) at a private institute of technology located on the outskirts of Bangkok. The central research question of this paper was to ascertain the extent to which one’s self-efficacy beliefs in English language attainments correspond with respective performance outcomes. Respondents were required to indicate their levels of self-efficacy in English as a general subject, as well as in domain specific matters relative to speaking proficiency, mid-term tests and final examinations. The results showed that the predictive value of subject related measures of self-efficacy across the sample population proved to be highly accurate, as the means of both sets of results were not significantly different (S.E: 68.12% vs. English:...

Abstract: Self-efficacy measures one‟s beliefs about personal comprehension in a particular situation, which is a key mechanism in cognitive theory and plays an important role in learners‟ motivation and learning (Schunk, 2003). Therefore, this paper concentrates on studying the effect of a learner‟s self-efficacy on his final learning achievement in English area, and then analyzes how to cultivate students‟ self-efficacy to get further improvement. Key Words: self-efficacy, effect, learning achievement

The current article deals with the data collected for the PhD project carried out by the same author. The article talks about the sources of self-efficacy of the participants and how these sources contribute to the final strength of self-efficacy. The data was collected from a group of L2 English language learners .The focus of the data analysis in this article was to find out the contribution of the self-efficacy sources to its final strength in L2 English speaking context. Findings indicate that the Mastery Experience is the strongest source of all and contribute maximum to the final strength of self-efficacy in L2 English speaking context. Key words: Contribution, sources of self-efficacy, L2 English Speaking

Self-efficacy is the belief in one's capacity in performing a specific task, and many studies have shown that self-efficacy is associated with academic achievement. The objectives of this research were 1) to examine the level of English self-efficacy of L2 graduate students, and 2) to compare the difference in the English self-efficacy of graduate students with respect to genders and major subjects. The subjects in this research were 108 graduate students of Dhurakij Pundit University in Thailand. The research instrument included the Questionnaire of English Self-Efficacy (QESE) containing 32 five-point Likert scale items. The data were analyzed by using mean scores, standard deviation, a t-test, and Welch's ANOVA analysis. The findings showed that the average scores for the English self-efficacy of L2 graduate students were at a moderate level. In terms of English language skills, the average scores for self-efficacy in all skills were at a moderate level. Listening self-efficacy was at the highest rank, followed by reading self-efficacy, speaking self-efficacy, and writing self-efficacy. In addition, there was no statistically significant difference in the English self-efficacy in terms of gender or major subject. It is recommended to enhance the English self-efficacy of L2 students in order to develop their language learning.