Exploring the Relationship Among International Students' English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy

  • Chih-hsuan Wang Auburn University, United States
  • Jamie Harrison Auburn University, United States
  • Victoria Cardullo Auburn University, United States
  • Xi Lin Auburn University, United States
Keywords: academic self-efficacy, English self-efficacy, international students

Abstract

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students.

 

 

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Author Biographies

Chih-hsuan Wang, Auburn University, United States

CHIH-HSUAN WANG, PhD, is an assistant professor of education. Her research is focused on motivation and assessment in different learning settings, and the impact of using technology on teaching and learning process. 

Jamie Harrison, Auburn University, United States

JAMIE HARRISON, EdD, is an assistant professor of ESOL education. She is interested in research related to teacher beliefs and practices, and the experiences of non-native English speakers in a variety of settings. 

Victoria Cardullo, Auburn University, United States

VICTORIA CARDULLO, PhD, is an assistant professor of education. Her research is focused on metacognition and the impact of metacognitive strategies on digital literacies. 

Xi Lin, Auburn University, United States

XI LIN, PhD, is an adjunct faculty of education. Her research is focused on learners’ motivation in e-learning and ways of enhancing teaching quality through using education technology. 

Published
2018-01-01
How to Cite
Wang, C.- hsuan, Harrison, J., Cardullo, V., & Lin, X. (2018). Exploring the Relationship Among International Students’ English Self-efficacy, Using English to Learn Self-efficacy, and Academic Self-efficacy. Journal of International Students, 8(1), 233–250. https://doi.org/10.32674/jis.v8i1.163
Section
Research Articles