The Relationship between English Self-efficacy and English Learning Achievement of L2 Thai Learners

Abstract

Most studies to date have explored the contribution that self-efficacy has on learning performance within each aspect of language learning. For example, how self-efficacy in listening contributes to improved listening performance. This paper will look at how self-efficacy in any aspect of language learning can make a positive contribution to the overall English learning performance. This study comprises three aims: 1) to investigate the learning achievement in English learning of the second language (L2) Thai learners; 2) to examine the levels of English self-efficacy of the L2 Thai learners on four aspects; and 3) to explore the relationship between each aspect of English self-efficacy and the English learning achievement of the L2 Thai learners. The subjects of this study were 32 Thai, fourth-year, English major students. The questionnaire to explore self-efficacy for four aspects of English is composed of 32 questions (8 questions for each aspect). The English learning achievement was measured by GPA of the English compulsory modules. The first two aims were answered with descriptive statistics. The last aim was answered using Pearson’s correlations. The results showed that 1) all subjects had reached half (2.00) of the total GPA point (4.00); 2) each aspect of self-efficacy had relatively similar scores - around five from seven; and 3) English self-efficacies of all four skills had significant positive correlation to the English learning achievement, i.e. for self-efficacies of all English aspects, the higher self-efficacy, the higher English learning achievement students had. The results of this study suggest the importance of the self-efficacy in all language aspects on the overall success of English learning. They also suggest that developing only one aspect of self-efficacy might improve the overall English language achievement.