Revisiting the Concept of Self-efficacy as a Language Learning Enhancer

• Published in: GIST Education and Learning Research Journal Vol. 15; no. 15; pp. 68 - 95
• Main Authors: García Gutiérrez, Carol Andrea, Durán Narváez, Norma Constanza
• Format: Journal Article
• Language: English
• Published: Bogota Institucion Universitaria Colombo Americana 01.07.2017; Institucion Universitaria Columbo Americana UNCA
• Subjects: Academic Failure; Autobiographies; Case Studies; Classroom Communication; English (Second Language); English as a second language; English as a second language instruction; English as a second language teaching methods; Family Role; Feedback; Feedback (Response); Foreign Countries; Grounded Theory; Language centers; Language Teachers; Language Tests; Learning Experience; Parent Role; Prior Learning; Private Schools; Resilience (Psychology); Second Language Instruction; Second Language Learning; Secondary School Students; Self concept; Self Efficacy; Student Attitudes; Student Motivation; Students; Teacher Student Relationship; Colombia
• ISSN: 1692-5777; 2248-8391

Individuals' self-efficacy beliefs determine the ways they perform in any domain, since they reflect the extent to which people feel capable to achieve certain accomplishments Bandura (1997). This paper describes how a group of intermediate school students'constant failure in the exams, demotivating attitudes, apathy and reluctance to learn English as a foreign language, relate with their perceived capability, self-perception and their prior experiences as language learners. This descriptive and exploratory case study was developed in a private language centre and involved 11 participants. The goal of the study was to understand the causes of the students' demotivation and reluctance to the language. For this purpose, autobiographies become a springboard to examine students' language learning experiences. This information was analysed based on the grounded theory approach proposed by Freeman(1998), and findings reveal that the inadequate teachers' discourse, classroom environment, rapport and feedback strategies influenced students' perceived capability to perform in the English class. In addition, the data showed that the supportive role of parents and relatives, encouraged learners to adopt a resilient attitude with respect to the difficulties while learning the language.