Journal of International Students
Volume 8, Issue 1, 2018, Pages 233-250

Exploring the relationship among international students’ english self-efficacy, using english to learn self-efficacy, and academic self-efficacy (Article)

Wang C.-H. , Harrison J. , Cardullo V. , Lin X.
  • a Auburn University, United States
  • b Auburn University, United States
  • c Auburn University, United States
  • d Auburn University, United States

Abstract

One of the major challenges for international students to pursue academic goals in the United States is English language proficiency, which often negatively affects academic success. Even students with confidence in their English language proficiency encounter challenges using English in class. Previous research indicates self-efficacy positively predicts English language proficiency and academic achievement. Therefore, the current study hypothesized a model using self-efficacy in using English to learn as a mediator between English and academic self-efficacy. The structural equation modeling results indicate English self-efficacy indirectly influenced international students’ academic self-efficacy through their using English to learn self-efficacy. Findings suggest using English and using English to learn self-efficacy are two distinct constructs. These results warrant academic English support for non-native English speaking international students. © Journal of International Students.

Author Keywords

International students English self-efficacy Academic self-efficacy

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042107193&doi=10.5281%2fzenodo.1134299&partnerID=40&md5=17d5f095892f21f4fb3b55e4a60f0a25
DOI: 10.5281/zenodo.1134299
ISSN: 21623104
Original Language: English