Pixel International Conferences

Several previous studies reported that self-efficacy and academic achievement are correlated. However, while there are several types of self-efficacy scales, the relationships among academic achievement and such self-efficacy scales have not been fully tested. In particular, there is only a small number of findings for the relationship between the academic achievement of foreign language learning with ICT and the self-efficacy scales. Here, the current study tries to examine whether general self-efficacy (GSE) scale and academic self-efficacy (ASE) scale differ from each other in correlating with academic achievement of foreign language learning with ICT in a higher education environment. GSE and ASE scales were collected from 281 Japanese college students. Also, their test scores (sentence production test and vocabulary test) of foreign language learning courses in which Moodle was used were also obtained. First, these correlations were simply analyzed. Then, if either GSE or ASE is correlated with the test scores, their interaction was tested to determine whether the different correlation pattern is significant or not. ASE statistically correlated with both sentence test and vocabulary test scores (p < 0.003, p < 0.001). In contrast, GSE correlated with neither sentence test nor vocabulary test scores (p = 0.53, P = 0.25). However, there was no significant interaction between GSE*sentence test and ASE*sentence test (p = 0.18), and between GSE*vocabulary test and ASE*vocabulary test (p = 0.10). Although there is no statistical difference between GSE and ASE in correlating with academic achievement of foreign language learning with ICT, ASE is more likely to explain academic achievement in college foreign language education setting with ICT than GSE.

Keywords: self-efficacy, foreign language learning, academic achievement, higher education;