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Year 2021, Volume 8, Issue 2, 357 - 372, 01.04.2021
https://doi.org/10.17275/per.21.43.8.2

Abstract

References

  • Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855-865. http://dx.doi.org/10.17507/jltr.0604.20
  • Aydın, S., Harputlu, L., Güzel, S., Savran-Çelik, Ş., Uştuk, Ö., & Genç, D. (2016). A Turkish version of foreign language anxiety scale: Reliability and validity. In İ. H. Mirici, İ. H. Erten & H. Öz (eds.), International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, Vol: 232 (pp. 250-256). https://www.sciencedirect.com/science/article/pii/S1877042816312435
  • Aydın, S., Özer-Keskin, M., & Yel, M. (2014). Öz-düzenleme ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of the self-regulation questionnaire: a study on validity and reliability]. Turkish Journal of Education, 3(1), 24-33. http://doi.org/10.19128/turje.181073
  • Bai, B., Chao, G. C. N., & Wang, C. W. (2019). The relationship between social support, self-efficacy, and English language learning achievement in Hong Kong. TESOL Quarterly, 53(1), 208-221. https://doi.org/10.1002/tesq.439
  • Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research. https://doi.org/10.1177/1362168820933190
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bensalem, E. (2018). Foreign language anxiety of EFL students: Examining the effect of self-efficacy, self-perceived proficiency and sociobiographical variables. Arab World English Journal, 9(2), 38-55. https://dx.doi.org/10.2139/ssrn.3201901
  • Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek & T. L. Jackson (eds.), Innovations in clinical practice: A source book, Vol. 17 (pp. 281–292). Professional Resource Press/Professional Resource Exchange.
  • Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: a longitudinal study of motivational changes and their causes. Modern Language Journal, 97(2), 435-456. https://doi.org/10.1111/j.1540-4781.2013.12004.x
  • Cheng, A., & Lee, C. (2018). Factors affecting tertiary English learners’ persistence in the self-directed language learning journey. System, 76, 170-182. https://doi.org/10.1016/j.system.2018.06.001
  • Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186. https://doi.org/10.1093/elt/ccx046
  • Choi, Y., Zhang, D., Lin, C-H., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal Quarterly, 20(1), 54-82.
  • Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: a meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80(2), 272-295. https://doi.org/10.3102%2F0034654310362998
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.
  • Csapó, B. (2007). Research into learning to learn through the assessment of quality and organization of learning outcomes. Curriculum Journal, 18(2), 195–210. https://doi.org/10.1080/09585170701446044
  • Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: variability in self‐efficacy ratings in student teaching. Teachers and Teaching, 15(5), 541-561. https://doi.org/10.1080/13540600903139555
  • Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of Education, 2(3), 4-13. http://doi.org/10.19128/turje.181060
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. https://doi.org/10.1016/j.lindif.2009.05.004
  • Fryer, L.K., & Oga-Baldwin, W.L.Q. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school. Frontline Learning Research, 5(4), 61-75. https://doi.org/10.14786/flr.v5i4.301
  • Fukuda, A. (2018). The Japanese EFL learners’ self-regulated language learning and proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4
  • Gan, Z., Liu, F., & Yang, C. C. R. (2020). Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom. Journal of Education for Teaching, 46(1), 120-123. https://doi.org/10.1080/02607476.2019.1708632
  • George, D., & Mallery, P. (2019). IBM SPSS Statistics 25 step by step: A simple guide and reference (15th ed.). New York: Routledge.
  • Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. Language Learning Journal, 41(1), 68-84. http://dx.doi.org/10.1080/09571736.2011.625096
  • Hancı-Yanar, B., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi [Developing a self-efficacy scale for English]. Kastamonu Education Journal, 20(1), 97-110. https://dergipark.org.tr/tr/download/article-file/806921
  • Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: a replication of Phillips's MLJ study. Modern Language Journal, 96(2), 170-189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Jee, M. J. (2018). Foreign language anxiety in relation to affective variables: Learners of Korean as a foreign language in Australia. Australian Review of Applied Linguistics, 41(3), 328-348. https://doi.org/10.1075/aral.17068.jee
  • Kelsen, B. A., & Liang, H-Y. (2012). Indicators of achievement in EFL classes at a Taiwanese university. Education Research International, 2012. https://doi.org/10.1155/2012/635964
  • Kesen-Mutlu, A., Andarab, M. S., & Karacan, C. G. (2019). Self-efficacy and the use of compensatory strategies: a study on EFL learners. European Journal of Educational Research, 8(1), 249-255. http://doi.org/10.12973/eu-jer.8.1.249
  • Kim, D.-H., Wang, C., Ahn, H.S., & Bong, M. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142. https://doi.org/10.1016/j.lindif.2015.01.016
  • Liem, A.D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych.2007.08.001
  • Macaro, E. & Akincioglu, M. (2018). Turkish university students’ perceptions about English Medium Instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256-270. https://doi.org/10.1080/01434632.2017.1367398
  • Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417–442. https://doi.org/10.1111/j.1467-9922.2007.00421.x
  • Nyamapfene, A. (2010). Does class attendance still matter? Engineering Education, 5(1), 64-74. https://doi.org/10.11120/ened.2010.05010064
  • Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies, 20, 121-138. https://doi.org/10.7358/ecps-2019-020-passi
  • Pasupathy, R., & Siwatu, K. O. (2014). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33(4), 728-741. http://dx.doi.org/10.1080/07294360.2013.863843
  • Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73. http://dx.doi.org/10.5539/elt.v5n11p60
  • Reyes-Cruz, M. D. R., & Perales-Escudero, M. D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy. Higher Education Research & Development, 35(4), 800-814. https://doi.org/10.1080/07294360.2015.1137884
  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel, & A. Wigfield (eds.). Handbook on motivation at school (pp. 171–196). New York: Routledge.
  • Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory & Practice in Language Studies, 4(5), 931-940. http://doi.org/10.4304/tpls.4.5.931-940
  • Sarıçoban, A., & Bahjoo, B. M. (2016). Academic self-efficacy and prospective ELT teachers’ achievement. Journal of Language and Linguistic Studies, 12(1), 55-62. http://www.jlls.org/index.php/jlls/article/view/468
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–151). Lawrence Erlbaum Associates Publishers.
  • Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/1362168815578550
  • Shing, L. S., & Rameli, M. R. M. (2020). The influence of self-regulation towards academic achievement in English among Malaysian upper primary students. Universal Journal of Educational Research, 8(5A), 1-11. http://doi.org/10.13189/ujer.2020.081901
  • Shirvan, M. E., Khajavy, G. H., Nazifi, M., & Taherian, T. (2018). Longitudinal examination of adult students’ self‐efficacy and anxiety in the course of general English and their prediction by ideal self‐motivation: Latent growth curve modelling. New Horizons in Adult Education & Human Resource Development, 30(4), 23-41. https://doi.org/10.1002/nha3.20230
  • Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
  • Torres, K. M., & Turner, J. E. (2016). Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching, 3(1), 57-73. https://doi.org/10.1080/23247797.2016.1163101
  • Wang, C., Kim, D. H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33. https://doi.org/10.1016/j.system.2014.01.015
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. https://doi.org/10.1177/0033688206071315
  • Yabukoshi, T. (2018). Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. Language Learning Journal. https://doi.org/10.1080/09571736.2018.1472626
  • Yan, C., & He, C. (2019) Why do final-year student teachers skip classes? A Chinese perspective. Compare: A Journal of Comparative and International Education, 49(1), 81-97. https://doi.org/10.1080/03057925.2017.1385389
  • Yan, J. X., & Horwitz, E. K. (2008). Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: a qualitative analysis of EFL learners in China. Language Learning, 58(1), 151-183. https://doi.org/10.1111/j.1467-9922.2007.00437.x
  • Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13). https://doi.org/10.1186/s40468-018-0065-4

Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners

Year 2021, Volume 8, Issue 2, 357 - 372, 01.04.2021
https://doi.org/10.17275/per.21.43.8.2

Abstract

This quantitative study investigates the potential relationships among foreign-language self-efficacy (FL self-efficacy), self-regulation, foreign-language anxiety (FLA), class attendance and academic achievement in English language. The participants were 344 EFL learners who were enrolled in a one-year preparatory programme at a state university in Turkey to improve their overall English proficiency. Criterion sampling was used to select the respondents. The results indicate that class attendance significantly predicts the overall academic achievement of students. It is also striking to see that FL self-efficacy played the most significant and positive role in predicting EFL learners’ academic achievement. Moreover, FLA was a negative predictor of students’ academic performance. Therefore, students’ FL achievement decreases as anxiety increases. The study shows that class attendance is still a strong predictor of academic achievement in foreign language learning. In addition, self-regulated learning (SRL) reflected a significant increase in class attendance. The findings also confirm the correlations among the three constructs. The analysis yielded a medium negative correlation between FL self-efficacy and FLA in addition to a small positive correlation between FL self-efficacy and SRL. Given the growing role of blended and online learning, we advocate for the publication of more studies with longitudinal research designs examining the inter-relations among SRL, academic performance and attendance in online and ‘traditional’ classrooms. The implications of the findings for teachers and language learners are also discussed

References

  • Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855-865. http://dx.doi.org/10.17507/jltr.0604.20
  • Aydın, S., Harputlu, L., Güzel, S., Savran-Çelik, Ş., Uştuk, Ö., & Genç, D. (2016). A Turkish version of foreign language anxiety scale: Reliability and validity. In İ. H. Mirici, İ. H. Erten & H. Öz (eds.), International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, Vol: 232 (pp. 250-256). https://www.sciencedirect.com/science/article/pii/S1877042816312435
  • Aydın, S., Özer-Keskin, M., & Yel, M. (2014). Öz-düzenleme ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması [Turkish adaptation of the self-regulation questionnaire: a study on validity and reliability]. Turkish Journal of Education, 3(1), 24-33. http://doi.org/10.19128/turje.181073
  • Bai, B., Chao, G. C. N., & Wang, C. W. (2019). The relationship between social support, self-efficacy, and English language learning achievement in Hong Kong. TESOL Quarterly, 53(1), 208-221. https://doi.org/10.1002/tesq.439
  • Bai, B., & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research. https://doi.org/10.1177/1362168820933190
  • Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bensalem, E. (2018). Foreign language anxiety of EFL students: Examining the effect of self-efficacy, self-perceived proficiency and sociobiographical variables. Arab World English Journal, 9(2), 38-55. https://dx.doi.org/10.2139/ssrn.3201901
  • Brown, J. M., Miller, W. R., & Lawendowski, L. A. (1999). The self-regulation questionnaire. In L. VandeCreek & T. L. Jackson (eds.), Innovations in clinical practice: A source book, Vol. 17 (pp. 281–292). Professional Resource Press/Professional Resource Exchange.
  • Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: a longitudinal study of motivational changes and their causes. Modern Language Journal, 97(2), 435-456. https://doi.org/10.1111/j.1540-4781.2013.12004.x
  • Cheng, A., & Lee, C. (2018). Factors affecting tertiary English learners’ persistence in the self-directed language learning journey. System, 76, 170-182. https://doi.org/10.1016/j.system.2018.06.001
  • Choi, E., & Lee, J. (2018). EFL teachers’ self-efficacy and teaching practices. ELT Journal, 72(2), 175-186. https://doi.org/10.1093/elt/ccx046
  • Choi, Y., Zhang, D., Lin, C-H., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal Quarterly, 20(1), 54-82.
  • Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class attendance in college: a meta-analytic review of the relationship of class attendance with grades and student characteristics. Review of Educational Research, 80(2), 272-295. https://doi.org/10.3102%2F0034654310362998
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson Education.
  • Csapó, B. (2007). Research into learning to learn through the assessment of quality and organization of learning outcomes. Curriculum Journal, 18(2), 195–210. https://doi.org/10.1080/09585170701446044
  • Çakır, Ö., & Alıcı, D. (2009). Seeing self as others see you: variability in self‐efficacy ratings in student teaching. Teachers and Teaching, 15(5), 541-561. https://doi.org/10.1080/13540600903139555
  • Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of Education, 2(3), 4-13. http://doi.org/10.19128/turje.181060
  • Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. https://doi.org/10.1016/j.lindif.2009.05.004
  • Fryer, L.K., & Oga-Baldwin, W.L.Q. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school. Frontline Learning Research, 5(4), 61-75. https://doi.org/10.14786/flr.v5i4.301
  • Fukuda, A. (2018). The Japanese EFL learners’ self-regulated language learning and proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4
  • Gan, Z., Liu, F., & Yang, C. C. R. (2020). Student-teachers’ self-efficacy for instructing self-regulated learning in the classroom. Journal of Education for Teaching, 46(1), 120-123. https://doi.org/10.1080/02607476.2019.1708632
  • George, D., & Mallery, P. (2019). IBM SPSS Statistics 25 step by step: A simple guide and reference (15th ed.). New York: Routledge.
  • Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: a study of Iranian EFL teachers. Language Learning Journal, 41(1), 68-84. http://dx.doi.org/10.1080/09571736.2011.625096
  • Hancı-Yanar, B., & Bümen, N. T. (2012). İngilizce ile ilgili özyeterlik inancı ölçeğinin geliştirilmesi [Developing a self-efficacy scale for English]. Kastamonu Education Journal, 20(1), 97-110. https://dergipark.org.tr/tr/download/article-file/806921
  • Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: a replication of Phillips's MLJ study. Modern Language Journal, 96(2), 170-189. https://doi.org/10.1111/j.1540-4781.2011.01174.x
  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: a systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
  • Jee, M. J. (2018). Foreign language anxiety in relation to affective variables: Learners of Korean as a foreign language in Australia. Australian Review of Applied Linguistics, 41(3), 328-348. https://doi.org/10.1075/aral.17068.jee
  • Kelsen, B. A., & Liang, H-Y. (2012). Indicators of achievement in EFL classes at a Taiwanese university. Education Research International, 2012. https://doi.org/10.1155/2012/635964
  • Kesen-Mutlu, A., Andarab, M. S., & Karacan, C. G. (2019). Self-efficacy and the use of compensatory strategies: a study on EFL learners. European Journal of Educational Research, 8(1), 249-255. http://doi.org/10.12973/eu-jer.8.1.249
  • Kim, D.-H., Wang, C., Ahn, H.S., & Bong, M. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142. https://doi.org/10.1016/j.lindif.2015.01.016
  • Liem, A.D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33(4), 486–512. https://doi.org/10.1016/j.cedpsych.2007.08.001
  • Macaro, E. & Akincioglu, M. (2018). Turkish university students’ perceptions about English Medium Instruction: Exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256-270. https://doi.org/10.1080/01434632.2017.1367398
  • Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417–442. https://doi.org/10.1111/j.1467-9922.2007.00421.x
  • Nyamapfene, A. (2010). Does class attendance still matter? Engineering Education, 5(1), 64-74. https://doi.org/10.11120/ened.2010.05010064
  • Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and anxiety in learning English as a foreign language: Singing in class helps speaking performance. Journal of Educational, Cultural and Psychological Studies, 20, 121-138. https://doi.org/10.7358/ecps-2019-020-passi
  • Pasupathy, R., & Siwatu, K. O. (2014). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33(4), 728-741. http://dx.doi.org/10.1080/07294360.2013.863843
  • Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73. http://dx.doi.org/10.5539/elt.v5n11p60
  • Reyes-Cruz, M. D. R., & Perales-Escudero, M. D. (2016). Research self-efficacy sources and research motivation in a foreign language university faculty in Mexico: implications for educational policy. Higher Education Research & Development, 35(4), 800-814. https://doi.org/10.1080/07294360.2015.1137884
  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel, & A. Wigfield (eds.). Handbook on motivation at school (pp. 171–196). New York: Routledge.
  • Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory & Practice in Language Studies, 4(5), 931-940. http://doi.org/10.4304/tpls.4.5.931-940
  • Sarıçoban, A., & Bahjoo, B. M. (2016). Academic self-efficacy and prospective ELT teachers’ achievement. Journal of Language and Linguistic Studies, 12(1), 55-62. http://www.jlls.org/index.php/jlls/article/view/468
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–151). Lawrence Erlbaum Associates Publishers.
  • Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618. https://doi.org/10.1177/1362168815578550
  • Shing, L. S., & Rameli, M. R. M. (2020). The influence of self-regulation towards academic achievement in English among Malaysian upper primary students. Universal Journal of Educational Research, 8(5A), 1-11. http://doi.org/10.13189/ujer.2020.081901
  • Shirvan, M. E., Khajavy, G. H., Nazifi, M., & Taherian, T. (2018). Longitudinal examination of adult students’ self‐efficacy and anxiety in the course of general English and their prediction by ideal self‐motivation: Latent growth curve modelling. New Horizons in Adult Education & Human Resource Development, 30(4), 23-41. https://doi.org/10.1002/nha3.20230
  • Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
  • Torres, K. M., & Turner, J. E. (2016). Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching, 3(1), 57-73. https://doi.org/10.1080/23247797.2016.1163101
  • Wang, C., Kim, D. H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24–33. https://doi.org/10.1016/j.system.2014.01.015
  • Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328. https://doi.org/10.1177/0033688206071315
  • Yabukoshi, T. (2018). Self-regulation and self-efficacy for the improvement of listening proficiency outside the classroom. Language Learning Journal. https://doi.org/10.1080/09571736.2018.1472626
  • Yan, C., & He, C. (2019) Why do final-year student teachers skip classes? A Chinese perspective. Compare: A Journal of Comparative and International Education, 49(1), 81-97. https://doi.org/10.1080/03057925.2017.1385389
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Details

Primary Language English
Subjects Education and Educational Research
Journal Section Research Articles
Authors

Ömer ÖZER (Primary Author)
Adana Alparslan Türkeş Science and Technology University
0000-0001-8502-3145
Türkiye


Duygu İŞPINAR AKÇAYOĞLU
Adana Alparslan Türkeş Science and Technology University
0000-0001-9031-5011
Türkiye

Publication Date April 1, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Özer, Ö. & İşpınar Akçayoğlu, D. (2021). Examining the Roles of Self-Efficacy Beliefs, Self-Regulated Learning and Foreign Language Anxiety in the Academic Achievement of Tertiary EFL Learners . Participatory Educational Research , 8 (2) , 357-372 . DOI: 10.17275/per.21.43.8.2