Fostering Task-Specific Self-Efficacy Expectancies in the EFL Classroom

Inhaltsverzeichnis (Table of Contents)

• 1. Theories of Language Learning and Self-Beliefs
• 1.1. Introduction
• 1.2. Grammar Instruction in Second Language Acquisition
• 1.3. A Brief Motivation Theory Overview
• 1.4. Learners' Self-Beliefs: A Cognitive-Motivational Perspective
• 1.4.1. Self-Concept
• 1.4.2. Self-Efficacy
• 1.4.3. Causal Attributions
• 1.4.4. Self-Beliefs and Self-Regulation
• 1.4.5. The Potential Effects of Teacher Feedback
• 1.5. Empirical Research on Learners' Self-Beliefs and Grammar Teaching
• 1.5.1. Research on Grammar Teaching in the FL classroom
• 1.5.2. The Achievement Related Validity of Self-Efficacy
• 1.5.3. The Impact of Effort Attributional Feedback
• 1.6. Inferred Hypotheses
• 2. Self-Efficacy Training and Attribution Feedback - The Present Study
• 2.1. Method
• 2.1.1. Sample
• 2.1.2. Design and Procedure
• 2.1.3. Instrumentation
• 2.1.4. Statistical Analysis
• 2.2. Empirical Results
• 2.2.1. Preliminary Analyses
• 2.2.2. Treatment Effects by Group Comparison
• 2.2.3. Gender Effects
• 2.2.4. Grade Level Effects
• 2.2.5. Short-Term Effects of Self-Efficacy Training
• 2.3. Discussion of Empirical Findings
• 2.3.1. Results
• 2.3.2. Strengths and Limitations of the Present Study
• 2.3.3. Implications and Directions for Future Research
• 2.3.4. Educational Implications
• 2.4. Conclusion

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This study aims to investigate the effects of self-efficacy training and attributional feedback on the development of task-specific self-efficacy expectancies in EFL learners. The primary focus is on the short-term effects of these interventions on grammar learning and the learners' perceptions of their abilities. Key themes explored in the study include:

• The role of self-efficacy in language learning
• The impact of grammar instruction on learners' self-beliefs
• The effectiveness of self-efficacy training and attributional feedback interventions
• The relationship between self-efficacy, performance, and attributional styles
• The implications of the findings for grammar teaching in EFL classrooms

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 provides a comprehensive overview of relevant theories related to language learning and self-beliefs. It delves into theories of grammar instruction in second language acquisition, motivation, self-concept, self-efficacy, causal attributions, self-regulation, and the potential effects of teacher feedback. This chapter also examines existing empirical research on learners' self-beliefs and grammar teaching, specifically focusing on research on grammar teaching in the FL classroom, the achievement-related validity of self-efficacy, and the impact of effort attributional feedback.

Chapter 2 presents the methodology and findings of the study. It describes the sample, design, procedures, instrumentation, and statistical analysis employed. This chapter further examines the empirical results, including preliminary analyses, treatment effects by group comparison, gender effects, grade level effects, and the short-term effects of self-efficacy training. The chapter concludes with a discussion of the findings, highlighting strengths and limitations of the study, implications for future research, and educational implications.

Schlüsselwörter (Keywords)

This study focuses on the concepts of self-efficacy, grammar instruction, EFL learners, task-specific expectancies, short-term effects, attributional feedback, and empirical analysis. The research investigates the relationship between self-efficacy, performance, and attributional styles in the context of grammar learning and the implications for effective teaching practices in the EFL classroom.