چکیده

Self-efficacy is concerned with people’s beliefs in their capabilities to produce given attainments (Bandura, 2006). As students interpret information from four sources; mastery experience, vicarious experience, social persuasion and physiological wellbeing, they develop their self-efficacy (Bandura, 1997). The purpose of the current study was to compare the sources of self-efficacy beliefs that students hold in their ability to learn English and Arabic. In order to find the answer to the research question 19 boys aged 13 to 17 years old took part in this study. The participants were studying English in summer courses in an institute in Esfarayen North Khorasan province however they didn’t have any Arabic courses except for their Arabic classes at school. The classes were at A1 level of CEFR. English and Arabic versions of Sources of Self-efficacy Beliefs’ questionnaires (Usher & Pajares, 2005), were used to measure self-efficacy. A one way between groups multivariate analysis of variance was performed to investigate the differences between the self-efficacy beliefs students hold about learning the two languages; Arabic and English. The results showed that there was no statistically significant difference between Arabic and English self-efficacy beliefs F (4, 33) = .92, p=0.46; Wiki’s Lambda = 0.90, partial Eta squared = 0.10. This reveals that students believe that their ability in learning both languages is similar. This study implies that the ability to learn a language is stable and does not change across languages.

کليدواژه ها

self-regulation, self-efficacy, Arabic, English, sources of self-efficacy, learning

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Maryam Meshkat , 1398 , A Comparison of Self-efficacy Beliefs of Students in Learning English and Arabic , اولين کنفرانس بين المللي مطالعات زبان انگليسي