Self-Efficacy Theory and Beyond: Japanese College EFL Learners

Abstract

The objectives of this study are twofold: (1) to examine if instruction focusing on sources of self-efficacy and meta-cognitive strategies can help Japanese EFL freshmen improve their English listening skills and enhance their self-efficacy with respect to their English listening skills; and (2) to investigate if the enhancement of self-efficacy level can lead to autonomous learning. The results of our study indicate that self-efficacy beliefs about our subjects’ English listening skills and their actual listening skills are significantly related; however, Japanese college freshmen need to establish concrete and specific English study reasons in order for their self-efficacy beliefs to assist in autonomous learning. Key