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An Empirical Study on Language Self-efficacy of Autonomous Learning in EFL Listening Comprehension Towards Non-English Majors

Author: YangZhen
Tutor: JinQiJun
School: Northeastern University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Autonomous Learning EFL Listening Comprehension Language Self-efficacy Correlation Parents’ Occupations Gender Difference
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 57
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Abstract


Nowadays in China, autonomous learning in EFL listening comprehension has been conducted in many universities. Based on high technological computer-assistant system as well as website resources, with the theory that EFL listening comprehension is an active process with both top-down and bottom-up information processing course, there is a necessity to establish a type of autonomous learning platform in EFL listening comprehension. This type of learning system has begun to be accepted and popularized by both students and teachers in EFL listening comprehension class, for it’s a trend of transformation from a teacher-centered teaching system to a student-autonomous learning system, therefore, an introduction on this type of system will be given at the beginning of this thesis. Since it is an autonomous learning system, students play the key role in autonomous learning in EFL listening comprehension. Study on students’meta-cognitive factors should be given, for meta-cognitive factors are the inner motivations to steer and guide the learners to achieve a successful result in the process. Self-efficacy has become a central concern of Bandera’s research, as Bandera (1986) states that self-efficacy is a major determinant of self-regulation and a sort of self-reflective thought that have an effect on one’s behavior. Therefore, an empirical study to the status of language self-efficacy in autonomous learning of listening comprehension will be done in this thesis. Research questions are such as in autonomous learning of EFL listening comprehension; whether a correlation between language self-self efficacy and the achievement of EFL listening comprehension; whether differences exist on language self-efficacy and each subdivisions of language self-efficacy between female and male learners in autonomous learning of EFL listening; whether parents with different occupations have an effect on students’language self-efficacy.By an empirical study on non-English majors in NEU, a quantitative research method with questionnaires has been adopted, with semi-structure interview as assistance. The analysis to the data has been done by SPSS software, to get the answers of those research questions and draw the conclusion that language self-efficacy has a high status of autonomous learning in EFL listening comprehension. Therefore, strategies on how to improve language self-efficacy of autonomous learning in EFL listening comprehension has been suggested at the end of the thesis. Both contribution and deficiency have been discussed at last.In this study, research questions which approach to the study on language self-efficacy under autonomous learning system in EFL listening comprehension has been advanced with new perspectives. The study on the status of language self-efficacy of autonomous learning in EFL listening comprehension is not only approaches from the aspect on correlation, but also take gender difference and parents’influence with different occupations into account.Due to the limitation of human resources, financial resources and material resources, the study has only been conducted within NEU, with the result waiting to be examined in the future study. The study has contributed to the study on meta-cognitive factors of autonomous learning in EFL listening comprehension, and act as a stepping stone to future studies. More studies on self-efficacy as well as the studies on meta-cognitive factors of autonomous learning in EFL listening comprehension are expected.

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