Students' Self-Efficacy Beliefs and TOEIC Achievements in the Vietnamese Context

Autor/inn/en	Hong, Nguyen Xuan; Phan, Nga Thi Tuyet
Titel	Students' Self-Efficacy Beliefs and TOEIC Achievements in the Vietnamese Context
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.67-86 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Attitudes; Self Efficacy; Group Discussion; Vietnamese People; Attitude Change; Scores; Mastery Learning; Foreign Countries; Language Tests; English (Second Language); Second Language Learning; Teaching Methods; Second Language Instruction; Undergraduate Students; Cognitive Processes; Student Empowerment; Feedback (Response); Course Descriptions; Test of English for International Communication + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Gruppendiskussion; Attitudinal change; Einstellungsänderung; Ausland; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; Studienberechtigung; Kursstrukturplan
Abstract	This paper draws on self-efficacy questionnaire data collected at the beginning and end of the TOEIC course, TOEIC scores and focus group discussions data from participating students at a technical university in Vietnam. While the quantitative data reveal positive effects in terms of TOEIC self-efficacy, the qualitative data show how changes in self-efficacy were moderated by the way students cognitively processed self-efficacy information. Results indicate there was a positive change in students' self-efficacy after joining the course. Self-efficacy was an important variable of students' TOEIC achievements and affected their achievement positively. Mastery experiences appeared to be the most influential source of TOEIC self-efficacy. Results are discussed as they relate to previous research and recommendations are made to include the development of self-efficacy in TOEIC instruction. The paper highlights that by targeting sources of self-efficacy, teachers can empower students with control over their own TOEIC ability development. Generally, TOEIC courses should promote learning environments that foster important sources of self-efficacy. Besides, course material and feedback should be delivered in a way that levels of self-efficacy are increased. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01