Pedagogical Implications: Factors Affecting Learners’ Communication Efficacy

Pages:1-6
Manasee Mishra1, Prajna Pani2 (Research Scholar, (English), Centurion University of Technology and Management, Odisha1Department of English, School of Management, Centurion University of Technology and Management, Odisha2)

The paper aims at offering an analysis of the literature related to theories and concepts of self-efficacy, a central component of social cognitive theory, in the area of communication by focusing on the various factors affecting learners’ self-efficacy: attitude, motivation, behaviour, anxiety, self-belief, intention, pedagogy, involvement and teacher efficacy. Self-efficacy questions in English as Second Language (ESL) are often representative of each of the four language domains: speaking, reading, writing, and listening. The relationship between self-efficacy and language learning has been studied by many researchers. Rahimi and Abedini (2009) studied Iranian students’ self-efficacy and their listening skills and found a positive correlation. Magogwe and Oliver (2007) also reported a positive relation between self -efficacy and language learning strategies. As Cotteral (1999) mentioned self -efficacy is learners’ self-assurance in their general ability in accomplishing a specific language goals. Liem et al. (2008) examined self-efficacy, task value and achievement goals in English language ability with a group of secondary school students. Wong (2005) found that many language learners in ESL context also suffer from low self-efficacy. According to him, numerous ESL students have poor learning strategies and low self-efficacy which will diminish their motivation and consequently their language proficiency. Lack of learning strategies also hinder their problem solving ability and low self – efficacy impede their involvement in learning tasks. There have been numerous studies in the field of English language teaching dealing with the psychological aspects of learning, such as: motivation, anxiety and self-beliefs. Various researchers have shown that both motivation (Clement et al., 1994; Dörnyei, 2001; Ehrman, 1996; Gardner & McIntyre, 1993; Schmidt et al., 1996) and anxiety (Horwitz et al., 1986; MacIntyre & Gardner, 1989) are key factors in second language acquisition and affectivity. These studies inquire how and why students approach different tasks in different ways. A clear understanding of self-efficacy beliefs is important for students and teachers as well. Academic studies (Zimmerman et al., 1992) have shown self-efficacy to be the greatest predictor of achievement, and this is supported by research in language teaching (Mills, 2004; Aliegro, 2006). Intentions are indicators of how hard people are willing to try and how much effort they are willing to put forth to perform a behaviour (Ajzen, 1991). Anxiety, one of the most prominent and pervasive emotions is another affective factor. According to Arnold (2000) language anxiety ranks high among factors influencing language learning, regardless of whether the setting is informal (learning language “on the streets”) or formal (in the classroom). Students with anxiety attending the class will feel nervous and afraid to cooperate with teachers and then they cannot concentrate on the learning points and waste their energy or they just want to flee the learning task.