The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education

Erkan Yüce

doi:10.30827/portalin.vi39.24106

Autores/as

Erkan Yüce Nevşehir Hacı Bektaş Veli University https://orcid.org/0000-0003-2716-5668

DOI:

https://doi.org/10.30827/portalin.vi39.24106

Palabras clave:

learning climate, self-efficacy, self-perceived communication competence, EFL, higher education

Resumen

Este estudio exploró el papel del clima de aprendizaje en las creencias de autoeficacia y las competencias de comunicación autopercibidas de los estudiantes de inglés como lengua extranjera en la educación superior. Se encontró que las percepciones del clima de aprendizaje, las creencias de autoeficacia y los niveles de competencia comunicativa autopercibidos de los estudiantes de inglés como lengua extranjera eran moderados. No hubo una diferencia significativa entre el clima de aprendizaje de los estudiantes, la autoeficacia y los puntos de comunicación autopercibidos en términos de su sexo. Hubo una diferencia entre los estudiantes de 1.° y 2.° grado en cuanto al clima de aprendizaje, y no hubo una diferencia significativa entre la autoeficacia de los estudiantes y los puntos de comunicación autopercibidos en términos de su calificación. Se encontró una relación significativa entre el clima de aprendizaje de los estudiantes y la autoeficacia y la competencia comunicativa autopercibida de manera positiva. Si bien se encontró que el clima de aprendizaje era un predictor más bajo de la autoeficacia y la competencia comunicativa autopercibida, se encontró que la autoeficacia y la competencia comunicativa autopercibida eran predictores más fuertes entre sí.

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