Examining College-Level ELLs’ Self-Efficacy Beliefs and Goal Orientation

Authors

DOI:

https://doi.org/10.32674/jcihe.v13i2.2978

Keywords:

English language learner, goal orientation, higher education, instructional strategy, self-efficacy

Abstract

The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explored the relationship between self-efficacy and goal orientation. The data were collected from 198 ELLs by using an English Language Learning Survey. Participants had positive self-efficacy toward their English learning. ELLs who were 25 years old and above had a higher level of self-efficacy than those who were less than 25 years old. Females had a greater mastery goal orientation tendency than males. There was a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.

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Published

2021-05-05 — Updated on 2021-05-07

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How to Cite

Shi, H. (2021). Examining College-Level ELLs’ Self-Efficacy Beliefs and Goal Orientation. Journal of Comparative &Amp; International Higher Education, 13(2), 65–82. https://doi.org/10.32674/jcihe.v13i2.2978 (Original work published May 5, 2021)

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Research Article