Toward a Better Understanding of Taiwanese EFL Learners' Self-Efficacy: Sources and the Powerful Influence of Teachers

臺灣大學生英語自我效力之探討：影響因素及教師影響力

陳蕙郁(Sophia Chen)

自我效力 ； 英語聽力 ； 教師反饋 ； 英語教學 ； self-efficacy ； ESL/EFL ； feedback ； English listening comprehension

東吳外語學報

39期（2014 / 09 / 01）

1 - 30

英文

社會認知理論學家Bandrua（1986, 1997）指出，自我效力的強弱對學生的學習動機及成效極具影響力，而決定自我效力強弱的四大因素依序為：「過去的學習經驗」、「同儕經驗」、「他人的評價或勸説」及「身心狀態」。本文以自我效力理論為架構，探討影響臺灣學生英語聽力自我效力的因素。除了驗證Bandrua的理論是否適用於亞洲學生，更藉此提供臺灣英語教師增強學生自我效力的參考。此次計有277位大學生參與了問卷調查研究，經過因素分析及多元回歸分析的結果顯示：英語教師對其直接或間接的評價或勸説，加上過去學習經驗成功與否，才是影響學生自我效力強度的最大因素。不同於西方學生的是，教師評價及勸説是這些臺灣學生詮釋自己過去學習經驗成功與否的極大依據。亦即，教師在學生英語聽力效力上的影響力舉足輕重。

This study investigated the dominant sources and strengths of English learners' English listening (EL) self-efficacy in an Asian setting. Self-efficacy, a motivational construct in Bandura's (1986, 1997) social cognitive theory, has been demonstrated to be a powerful influence of learners' academic achievement. The proposed major sources of one's self-efficacy appraisal, in order of strength, are: mastery experience, vicarious experience, social persuasion, and physiological state. The study seeks to determine whether the sources of efficacy information proposed by Bandura may differ as a function of cultural background, and to provide empirical evidence for English teachers in Taiwan seeking to strengthen students' self-efficacy.The conclusion is that English teachers play a significant role in affecting Taiwanese students' English listening self-efficacy. Two hundred and seventy-seven Taiwanese college students participated in this survey research. Results of factor analysis and hierarchical multiple regression analysis reveal that the composite of mastery experience and social persuasions from teachers was the predominant source of self-efficacy information. Previous studies on Western students documented that students would give a heavy weight to their past performance when interpreting their mastery experience. By contrast, the Taiwanese students largely interpreted their mastery experience on their English teachers' actions and implicit evaluations of their EL abilities.

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