The Effect of Teacher Self-Efficacy Toward English Learning Achievement Through Motivation as a Moderator Variable (original) (raw)
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Students' Self-Efficacy and Motivation on their Academic Performance in using English Language
Journal of Humanities and Social Sciences, 2018
Globalization has brought significant changes to the educational landscape which aims graduates to embody professional attributes and competencies. In order to meet the inevitable changes, schools carry the responsibility to ensure the significant academic performance of the students. This study attempts to identify the influence of self-efficacy and motivation on students' academic performance. Mixed method was employed with questionnaires as the main source of quantitative data while open-ended questions with focus group discussions for the qualitative data. Two hundred fifty-four (254) first-year students were utilized as respondents while descriptive statistics, correlation, and multiple linear regression were used and complemented the qualitative data. Students’ academic performance was found to have influenced their self-efficacy and motivation. This study hopes to strengthen the motivation of the students in learning the second language by enforcing close collaboration an...
2021
. Teachers’ competences and students’ motivation have been long suspected to have influence on students’ English ability. Some studies have been conducted to investigate the relationship. However, some information is unobserved. This study intended to fill the gap in literature concerning the relationship among teacher’s competences, students’ learning motivation, and students’ English proficiency at Junior High Schools in OKUT. The samples of the study were 30 teachers and 918 students. The data were collected through documentation (teachers’ competence test result and students’ English proficiency test result) and questionnaire (students’ learning English motivation). The results showed that there was a significant correlation between the English teachers’ competence and the English proficiency of students showed by r obtained = .363, (p=.49) which was higher than the r table (.361). Then, there was a positive significant correlation between students’ motivation in learning Englis...
Journal of Education and Practice, 2020
The research investigated the effects of teachers' motivation on students' learning English in public elementary schools of Nawabshah, Pakistan. It focused at examining intrinsic and extrinsic motivation of teachers while teaching English language. This research paper took Dornyei's (1994) model in which only Teacher-Specific Motivational component was adopted. The research employed quantitative research method in which questionnaire was distributed among the participants. Data was collected from Pakistani public elementary schools in which randomly 50 male and 50 female teachers participated. The research also collected the data from 230 elementary students. The collected data was analyzed by statistical Package for social sciences (SPSS) software version 20 th. To accomplish the aim of the study three research objectives and research questions were prepared. A descriptive statistics was performed for question 1 and 3 and independent T-test was done for question 2. The findings indicated that teachers are more extrinsically motivated in public elementary schools. Their extrinsic motivation effects their students' mot`ivation too. A comparison of male and female teachers was done via constructing a hypothesis i.e. there is no significant difference between male and female teachers' motivation for teaching English in public elementary schools. The findings rejected the null hypothesis and the independent t-test revealed that there is significance difference between the group and female teachers are more motivated (80.2916) to teach English than male teachers (70.8788). Students believe that teachers brighten their future and help them to be confident at speaking English. The results also indicated that teachers' intrinsic motivation plays more positive role for motivating students to learn English. The study suggested that it is essential to shift teachers' extrinsic motivation into intrinsic motivation for teaching English language.
The objective of this study was to find out the relation between students' self-efficacy belief in learning English and their English learning achievement of the tenth grade students of SMAN 4 South Tambun in 2019/2020 academic year. This study used correlational study between two variables which was included in quantitative research. In this study, the writer took one class of tenth grade students which consist of 36 students as the sample. The writer found the correlation coefficient (r) result between students' self-efficacy in learning English and their English learning achievement which was 0,628. Afterward, the writer compared r result to the interpretation of correlation table and showed there was positive correlation. Thus, it proves that self-efficacy belief encourages and helps students to improve their skills and self-confidence, and finally achieve better learning outcomes.
Self-Efficacy and English Learning Motivation among Filipino High School Students
International Social Science Review , 2022
This research was conceptualized to determine the self-efficacy and English learning motivation among Filipino High School Students. This study utilized the quantitative descriptive research design, which according to Johnson (as cited in Lim-Ramos et al., 2020) is a best fit to research with the utilization of simple statistics. The study also utilized an adapted questionnaire by Torres and Alieto (2019), which was patterned originally from Clement and Kruidenier (1983), Clement et al. (1994), and Ely (1986) in an EFL setting. It yielded a Cronbach Alpha of α = .902 for motivation section and self-efficacy section α =.951. The study disclosed that the respondents' self-efficacy results revealed that skills in language learning of the students in the Philippines were receptive. This means that their input skills, namely listening and reading, were more dominant. Furthermore, the results for the English motivation indicate that respondents were instrumentally motivated. This means that students study English because they would be able to land a lucrative job and receive satisfying compensation if they could competently use the language. In addition, the study found that there is a strong relationship between students' self-efficacy and English learning motivation. This suggests that the respondents' motivation in language learning affects their self-efficacy.
THE RELATIONSHIP BETWEEN STUDENTS' SELF EFFICACY AND THEIR ENGLISH LANGUAGE ACHIEVEMENT
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.
Self-Efficacy of the Learners: On the Road to English Language Learning
Sociology Study, 2021
Poor student achievement is often attributed to a lack of motivation and rewards. Students with learning disabilities are very often unmotivated because school is one failure after another to them. Teachers are having a hard time assessing what could be the aid for language learning. This study used the descriptive-survey research method. It is arranged to gather information about the present existing condition. The participants of this study consisted of 40 grade nine students from Mariveles National High School-Sisiman II S.Y. 2016-2017. The questionnaire was divided into five parts-(A) Self Efficacy, (B) Intrinsic Motivation, (C) English Learning Value, (D) Performance Goal, and (E) Achievement Goal. Based on this study's findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students' motivation. Relevant language improvement programs and activities are also discussed in accordance with the students' language difficulties as communicated in the open-ended questions to increase their motivation in English language learning.
Psychology and Education: A Multidisciplinary Journal, 2023
Motivation is an unseen indicator that contributes to the teaching performance of a teacher. This study aims to check the level of motivation and teaching performance of the teachers. In this descriptive correlational study, it included 83 English teachers from Compostela, Davao de Oro chosen through random testing. A survey questionnaire was used to determine the level of Motivation and Teaching Performance of the English Teachers respectively through google form (online) and printed survey questionnaire. Correlation was conducted to test if there is significant relationship between Motivation and Teaching Performance, the result was p-value is 0.000 less than 0.05 which is significant and R coefficient is 0.582 which means that there is a moderately positive correlation. The result showed that the level of Motivation of English Teachers is high and the level of teaching performance of English Teachers is very satisfactory. It is concluded that level of motivation among English teachers of Compostela, Davao de Oro is generally high, the level of Teaching Performance among English teachers of Compostela, Davao de Oro is generally very satisfactory and there is a significant relationship between motivation and teaching performance among teachers. The researcher suggests to replicate the study with a larger sample involving teachers from different institutions to gather rich data and more meaningful results.
Zenodo (CERN European Organization for Nuclear Research), 2023
The researchers of this study aimed to examine the influence of self-efficacy on the English learning motivation of freshmen college students. The study was conducted during the first semester of the school year 2021-2022 among the 144 freshmen college students of San Agustin Institute of Technology. Specifically, the study aimed to: determine the level of self-efficacy and English learning motivation of the respondents, find out whether self-efficacy is significantly correlated with English learning motivation, and examine if self-efficacy predicts the English learning motivation of the respondents. This study adopted a quantitative approach employing non-experimental research design using descriptive-correlational research techniques. An adapted questionnaire from the study of Torres and Alieto (2019) was used as an instrument to gather data from the respondents. Mean, standard deviation, Pearson product-moment correlation analysis, and simple linear regression analysis were used to treat the data. The results showed that the freshmen college students demonstrated a high level of self-efficacy that stemmed from reading manual instructions of gadgets, poems, essays, short stories, and novels in English. Moreover, the respondents demonstrated a very high level of English learning motivation as well. They believed that learning English would be able to help them for their future ventures. Furthermore, the correlation analysis revealed a significant relationship between self-efficacy and English learning motivation. Finally, through regression analysis, the study revealed that the respondents' level of self-efficacy could significantly influence their English learning motivation. In essence, self-efficacy plays a crucial role in learning a second language.
Self-Efficacy and Motivation Construct: An Instrument Development
2019
This study aims to develop a questionnaire as the valid and reliable instrument to measure the students’ self-efficacy and motivation in learning English. The development process in this study was based on the theory of the two main constructs (self-efficacy and motivation). The writers employ cognitive interview to create some adjustment and/or adaptation to fit the Indonesian learning and process context, and pilot tested to a group of students. The product of this study is a ready-to-use questionnaire that is considered appropriate in Indonesian context. Further research is suggested to check the validity and reliability of thisinstrument in other contexts.