Innovation in Language Learning

Previous researches have shown that improved academic self-efficacy in English language learning has an impact on English language learning outcomes [1, 2]. The current study tested whether improved academic self-efficacy in English language learning can lead to improvements due to a positive transfer effect on learning outcomes that differ from English language learning. To this end, the current study used anonymized, English learning data from 155 students of a Japanese university. The MSLQ [3] was used as the questionnaire on academic self-efficacy. The average GPA of all courses taken by the students was used as performance data outside of English language learning. The MSLQ and GPA were long-term, one-year data, as of February 2018 and February 2019, respectively. The results showed that increased academic self-efficacy in English language learning had no effect on the improvement in learning outcomes that differ from English language learning. The results of this study suggest that academic self-efficacy has an improvement in performance on content directly related to the content studied, but does not have a positive transfer effect on improving performance on unrelated learning content.