Innovation in Language Learning

Edition 17

Accepted Abstracts

The Role of Self-Efficacy in Learner-Centred Foreign Language Instruction

Ying Amatya, Defence Language Institute (United States)

Abstract

Language learning is a challenging journey, and learner development plays a key role in adopting learner-centered instruction which aims to foster learners’ self-identity as well as ability to learn a language.  Based on Badura’s cognitive theory of self-efficacy, this presentation demonstrates pedagogical innovations in promoting learners’ growth and development in foreign language classrooms. Self-efficacy is defined as individuals’ judgment on their abilities to accomplish a task or succeed in a specific situation, and is developed through four sources: master experience, vicarious experience, verbal persuasion and psychological arousal. Grounded in the four key sources, the presenter will illustrate specific strategies of improving language learners’ self-efficacy in class, such as scaffolding, collaborative learning, effective feedback and creating a learning community. In addition, studies revealed a strong correlation of self-efficacy with academic performance. The presenter will argue the importance of fostering motivated, responsible and autonomous learners and explore approaches of integrating learner development with student-centered teaching methodologies. The attendees of the presentation will be able to adopt the acquired strategies in their foreign language classes and to develop a plan to cultivate students’ self-efficacy which will lead them to succeed in language learning.   

 

References

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Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
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Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3–32.
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Graham, S. (2006). A study of students’ metacognitive beliefs about foreign language study and their impact on learning. Foreign Language Annals, 39, 296–309.
Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Ed.), Multiple perspectives on the self. Bristol, UK: St Nicholas House.Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273–284.

 

 

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