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All Journal ELT Worldwide: Journal of English Language Teaching Edukasi: Jurnal Pendidikan dan Pengajaran
Tamene Kitila Dhaba
Department of Foreign Languages and Literature, Addis Ababa University, Ethiopia
Humanities Education Languange, Linguistic, Communication & Media Other

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The Influence of Psychosocial Learning Environments on Students’ Self-Efficacy Beliefs in English Language Learning Lemma W/Michael Gelete; Tamene Kitila Dhaba
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.11621

Abstract

The overarching aim of this study was to investigate whether the psychosocial learning environments of English classes influence students’ self-efficacy beliefs in English language. In order to achieve this purpose, correlational design was adopted. The study involved the gathering of data through What Is Happening In this Class and Self-Efficacy Belief questionnaires from 371 samples. Simple random sampling was used to draw the samples from the population. Simple correlations, multiple regression and standardized regression coefficients were computed to analyze the collected data. The results depict that all of the six psychosocial learning environment aspects were significantly related to students’ self-efficacy beliefs. The set of learning environment scales also significantly influence students’ self-efficacy beliefs. Among the six aspects, student involvement, task orientation and student cohesiveness contributed to the influence on students’ self-efficacy beliefs. The influence of the task orientation aspect was the strongest; this is followed by student cohesiveness and student involvement. This implies that students tend to have high self-efficacy beliefs in English language when there were more task-oriented and cohesive classroom environment and when students were encouraged to involve themselves well in class activities. Hence, the psychosocial learning environments of English classes need improvement to enhance students’ self-efficacy beliefs towards English language. In particular, the learning environment aspects of task orientation, student cohesiveness and involvement play a pivotal role in enhancing students’ self-efficacy beliefs in English learning.
Psychosocial Learning Environments of English Classes and Students’ Motivational Intensity in Learning English Language Lemma W/Michael Gelete; Tamene Kitila Dhaba
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53767

Abstract

The psychosocial learning environments of English classes could determine students’ motivation to learn English because students spend much amount of time in English classrooms which are the primary setting in which English learning occurs. This study investigated the extent to which English classroom psychosocial learning environments influence students’ motivational intensity in English learning. A correlational research design was used to attain this purpose. Simple random sampling was utilized to select 371 samples from the population. The data were gathered through “What Is Happening In this Class” and Motivational Intensity questionnaires, and were analyzed using inferential statistics. The results showed that each aspect of the psychosocial learning environment was related to students’ motivational intensity significantly. Further, the influence of the set of six psychosocial environment aspects on students’ effort and engagement in learning English was significant. Three of the six aspects, namely, task orientation, student involvement, and teacher support accounted for the influence on students’ motivational intensity significantly. This implies that students exert greater effort and engage in learning English when they are provided with a more task-oriented classroom environment, opportunities to be involved in the learning process, and adequate support from their English teachers. Therefore, the psychosocial environments of English classes need improvement to boost students’ motivation to learn English. In particular, the learning environment aspects of task orientation, student involvement, and teacher support play a vital role in motivating students to learn English.
Co-Authors Lemma W/Michael Gelete Lemma W/Michael Gelete