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.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abramo, G., Angelo, C. A., & Costa, F. (2018). The effects of gender, age and academic rank on research diversification. Scientometrics, 114(2), 373-387. DOI: 10.1007/s11192-017-2529-1

Albooni, G. A., & Ishag, A. (2020). Perceived communication competence in willingness to communicate in English language (A case study of Sudanese EFL students). International Journal of Science and Research (IJSR), 9(1), 1882-1887.

Allodi, M. W. (2002). A two-level analysis of classroom climate in relation to social context, group composition, and organization of special support. Learning Environments Research 5, 253–274. https://doi.org/10.1023/A:1021972206111

Anam, S., & Stracke, E. (2016). Language learning strategies of Indonesian primary school students: In relation to self-efficacy beliefs. System 60, 1-10. https://doi.org/10.1016/j.system.2016.05.001

Asmalı, M. (2019). How anxious are Turkish EFL learners? Tolerance of ambiguity and self-perceived communication competence as predictors. The Literacy Trek, 5(1), 25-46.

Bahadori, M., & Hashemizadeh, S. M. (2018). Relationship among self-perceived oral competence, communication apprehension, and Iranian EFL learners’ willingness to communicate: cooperative teaching in focus. International Journal of Foreign Language Teaching & Research, 6(21), 75-96.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.

Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Eds), Self-efficacy in changing societies (pp. 1-45). Cambridge University Press.

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1(4), 287-310.

Barksdale, C., Peters, M. L., & Corrales, A. (2019). Middle school students’ perceptions of classroom climate and its relationship to achievement. Educational Studies, 1-24. https://doi.org/10.1080/03055698.2019.1664411

Bennett, J. (2001). The relationship between classroom climate and student achievement [Unpublished doctoral dissertation]. University of North Texas, Texas.

Bucholz, J. L., & Sheffler, J. L. (2009). Creating a warm and inclusive classroom environment: Planning for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 1-13.

Çengel, M., & Türkoğlu, A. (2015). Classroom climate perceived by students scale: A validity and reliability study. Journal of Theory and Practice in Education, 11(4), 1240-1257.

Center for Self-Determination Theory (CSDT). (n.d.). The learning Climate Questionnaire (LCQ). https://selfdeterminationtheory.org/?page_id=325.

Chamberline, L. J. (1971). Effective instruction through dynamic discipline. Charles E. Merill.

Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190–209. https://doi.org/10.1177/0261927X03022002003

Cresswell, J. W. (2002). Qualitative, quantitative, and mixed methods approaches (2nd ed.). SAGE Publications, Inc.

Dağgöl, G. D. (2019). Learning climate and self-efficacy beliefs of high school students in an EFL setting. Novitas-ROYAL (Research on Youth and Language), 13(1), 19-35.

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Eds.), Nebraska Symposium on motivation: Vol. 38. Perspectives on motivation (pp. 237-288). University of Nebraska Press.

Deci, E. L., & Ryan, R. M. (2000). The „what “and „why“ of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268.

Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642–650. https://doi.org/10.1037/0022-0663.73.5.642

Donovan, L. A., & MacIntyre, P. D. (2004). Age and sex differences in willingness to communicate, communication apprehension, and self-perceived competence. Communication Research Reports, 21(4), 420-427. https://doi.org/10.1080/08824090409360006

Ekpo, K., Akpan, O. E., Essien, E. E., & ImoObot, M. M. (2009). Classroom climate and students’ academic achievement social studies cross river, Nigeria. African Research Review: An International Multi-Disciplinary Journal, Ethiopia, 3(4), 413-428.

Ersanlı, C. Y. (2015). The relationship between students’ academic self-efficacy and language learning motivation: A study of 8th graders. Procedia - Social and Behavioral Sciences, 199, 472 – 478. https://doi.org/10.1016/j.sbspro.2015.07.534

Fallah, N. (2017). Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis. Educational Psychology, 37(6), 745-756. https://doi.org/10.1080/01443410.2016.1149549

Fatemi, A. H., & Vahidnia, F. (2013). Self-efficacy and motivation among Iranian EFL learners: An investigation into their relationships. International Journal of English Language Education, 1(3), 79-89. https://doi:10.5296/ijele.v1i3.3771

Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of Personality and Social Psychology, 59(5), 916–924. http://dx.doi.org/10.1037//0022-3514.59.5.916

García, M. C. (2007). Motivation, language learning beliefs, self-efficacy, and acculturation patterns among two groups of English learners [Unpublished doctoral dissertation]. The Rossier School of Education, University of Southern California.

George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Pearson.

Ghani, M., & Azhar, S. W. (2017). Effect of motivation, willingness to communicate (WTC), self-perceived communicative competence (SPCC) and L2 anxiety on the frequency of use of English as L2. Journal of Educatıonal Research, 20(1), 157-171.

Ghonsooly, B., & Ghanizadeh, A. (2013). Self-efficacy and self-regulation and their relationship: A study of Iranian EFL teachers. The Language Learning Journal, 41(1), 68–84. http://dx.doi.org/10.1080/09571736.2011.625096

Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113–117. https://doi.org/10.1016/j.jeap.2011.04.001

Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.

Hetthong, R., & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance? International Journal of Applied Linguistics & English Literature, 2(1), 157-166. http://dx.doi.org/10.7575/ijalel.v.2n.1p.157

Hodgetts, R. M., & Altman, S. (1979). Organizational behavior. W. B. Saunders.

Holec, H. (1981). Autonomy and foreign language learning. Pergamon.

Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.

Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33, 513–532. https:// https://doi.org/10.1016/j.cedpsych.2008.01.003

Hsieh, P. P.‐H., & Kang, H.‐S. (2010). Attribution and self‐efficacy and their ınterrelationship in the Korean EFL context. Language Learning, 60, 606-627. https://doi.org/10.1111/j.1467-9922.2010.00570.x

Khabiri, M., & Azaminejad, M. (2009). The relationship between EFL learners’ use of language learning strategies and self-perceived language proficiency. The Journal of Applied Linguistics, 2(2), 130-159.

Kim, D.-H., Wang, C., Bong, M., & Ahn, H. S. (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

Kırmızı, Ö., & Kırmızı, G. D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66. https://doi.org/10.5430/ijhe.v4n2p57

Kızılhan, P. (2016). The analysis for the effect of classroom climate on the students of primary teaching. MANAS Journal of Social Studies, 5(3), 37-57.

Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233–248. https://doi.org/10.1111/j.1467-6494.1984.tb00879.x

Krummel, R. (2020). Correlates of pathways between school climate and self-efficacy: a study of tenth and eleventh graders in a public school [Unpublished doctoral dissertation]. Texas State University, Texas.

Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8(2), 139–162. https://doi.org/10.1207/S15326977EA0802_04

Leone, S. (2009). The relationship between classroom climate variables and student achievement [Unpublished doctoral dissertation] Graduate College of Bowling Green State University.

Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and use of reading strategies in the Chinese EFL context. The Asian EFL Journal Quarterly, 12(2), 144-162.

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

Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137. https://doi.org/10.1080/10573560308223

Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik.

Little, D. (2001). Learner autonomy and the challenge of tandem language learning via the Internet. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective (pp. 29–38). Swets & Zeitlinger.

Liu, H. (2013). Effects of foreign language anxiety and perceived competence on learning strategy use. International Journal of English Linguistics, 3(3), 76-87.

Mastan, M. E., & Maarof, N. (2014). ESL learners’ self-efficacy beliefs and strategy use in expository writing. Procedia - Social and Behavioral Sciences 116, 2360–2363. https://doi.org/10.1016/j.sbspro.2014.01.573

McCroskey, J. C., & McCroskey, L. L. (1988). Self-report as an approach to measuring communication competence. Communication Research Reports, 5(2), 108–113. https://doi.org/10.1080/08824098809359810

Meyer, D., & Turner, J. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377–390.

Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 276–295.

Mizumoto, A. (2011). Exploring the effects of self-efficacy on vocabulary learning strategies. SiSAL Journal, 3(4), 423–437.

Mojoudi, A., & Tabatabaei, O. (2014). The relationship between self-efficacy beliefs and autonomy among Iranian intermediate and upper intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 3(6), 22-28. http://dx.doi.org/10.7575/aiac.ijalel.v.3n.6p.22

Moos, R. H. (1979). Evaluating educational environments. Jossey-Bass.

Nezami, E., Schwarzer, R., & Jerusalem, M. (1996). Persian Adaptation (Farsi) of the General Self-Efficacy Scale. Retrieved April 20, 2020 from http://userpage.fu-berlin.de/~health/persean.htm

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. School Field, 7(2), 133–144. doi:10.1177/1477878509104318

Nosratinia, M., Saveiy, M., & Zaker (2014). EFL learners' self-efficacy, metacognitive awareness, and use of language learning strategies: How are they associated? Theory and Practice in Language Studies, 4(5), 1080-1092.

Núñez, J. L., León, J., Grijalvo, F., & Albo, J. M. (2012). Measuring autonomy support in university students: The Spanish version of the learning climate questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n3.39430

Ozkal, N. (2014). Sense of professional self-efficacy beliefs and learner autonomy support behaviour of middle school teachers. Anthropologist, 18(2), 575-581.

Pajares, F. (2002).Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125. https://doi.org/10.1207/s15430421tip4102_8

Peters, M. L. (2012). Examining the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics: A multi-level analysis. International Journal of Science and Mathematics Education, 11, 459-480.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225. https://doi.org/10.1207/s15430421tip4104_3

Rahemi, J. (2007). Self-Efficacy in English and Iranian senior high school students majoring in humanities. Novitas-ROYAL (Research on Youth and Language), 1(2), 98-111.

Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73.

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209

Rhoten, D. (2004). Education: Risks and rewards of an interdisciplinary research path. Science, 306(5704), 2046–2046.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.

Ryan, R. M., Williams, G. C., Patrick, H., & Deci, E. L. (2009). Self-determination theory and physical activity: The dynamics of motivation in development and wellness. Hellenic Journal of Psychology, 6(2), 107–124.

Samvati, G. C., & Golaghaei, N. (2017). Iranian EFL learners' willingness to communicate, self-perceived communication competence, and communication apprehension in L1 and L2: A comparative study. The Journal of English Language Pedagogy and Practice, 10(20), 50-71.

Ševkušić, S., AnĎelković, S., & Milin, V. (2014). Classroom climate in Serbia: The perspective of primary school teachers. Zbornik Instituta za pedagoškaistraživanja, God 46 (2), 277-298.

Subekti, A. S. (2020). Self-perceived communication competence and communication apprehension: A study of Indonesian college students. Journal of English Education, Literature, and Culture, 5(1), 14-31. http://dx.doi.org/10.30659/e.5.1.14-31

Tilfarlioglu, F., Y., & Ciftci, F., S. (2011). Supporting self-efficacy and learner autonomy in relation to academic success in EFL classrooms (A case study). Theory and Practice in Language Studies, 1(10), 1284-1294.

Topkaya, E. Z. (2010). Pre-service English language teachers’ perceptions of computer self-efficacy and general self-efficacy. TOJET: The Turkish Online Journal of Educational Technology, 9(1), 143-156.

Villalon, R., Mateos, M., & Cuevas, I. (2013). High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: What is their role in writing performance? Educational Psychology, 35, 653-674. https://doi.org/10.1080/01443410.2013.836157.

Wang, C., Hu, J., Zhang, G., Chang, Y., & Xu, Y. (2012). Chinese college students’ self-regulated learning strategies and self-efficacy beliefs in learning English as a foreign language. Journal of Research in Education, 22(2), 103-135.

Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.

Woodrow, L. (2011). College English writing affect: Self-efficacy and anxiety. System, 39, 510-522. https://doi.org/10.1016/j.system.2011.10.017.

Yang, P. L., & Wang, A. L. (2015). Investigating the relationship among language learning strategies, English self-efficacy, and explicit strategy instructions. Taiwan Journal of TESOL, 12(1), 35-62.

Yu, S., Chen, B., Levesque-Bristol, C., & Vansteenkiste, M. (2018). Chinese education examined via the lens of self-determination. Educational Psychology Review, 30, 177–214. https://doi.org/10.1007/s10648-016-9395-x

Yu, S., Traynor, A., & Levesque-Bristol, C. (2018). Psychometric examination of the short version of the learning climate questionnaire using item response theory. Motivation and Emotion, 42, 795–803. https://doi.org/10.1007/s11031-018-9704-4

Zhang, Y., & Guo, H. (2012). A study of English writing and domain-specific motivation and self-efficacy of Chines EFL learners. Pan-Pacific Association of Applied Linguistics, 16(2), 101-121.

Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Eds), Self-efficacy in changing societies (pp. 202-231). Cambridge University Press.

Zysberg, L., & Schwabsky, N. (2020). School climate, academic self-efficacy and student achievement. Educational Psychology. Advance online publication. https://doi.org/10.1080/01443410.2020.1813690