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A Probe Into Three Chinese Boys' Self-Efficacy Beliefs Learning English as a Second Language
Abstract
In this case study, we investigate three Chinese boys' self-efficacy beliefs learning English as a second language across English language learning tasks and home-based and school-based contexts. Participants reported higher self-efficacy to complete listening and speaking activities than during reading and writing activities. All participants claimed limited vocabulary and reported low self-efficacy for reading tasks that demanded advanced vocabulary. Our analyses provide descriptive evidence for associations between the participants' self-efficacy beliefs and various factors, such as content area expertise, English proficiency self-perceptions, task difficulty level, social persuasion, interest, attitude toward the English language and the English-speaking community, as well as the social and cultural context in which development is occurring.
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Metadata
- Authors
- Wang, C., & Pape, S. J.
- Affiliations
- University of North Carolina at Charlotte (US)
- University of Florida (US)
- Venue
- Journal of Research in Childhood Education
- Publisher
- Informa UK Limited
- Published
- 2007-06
- Volume
- 21
- Issue
- 4
- Pages
- 364-377
- ISSN
- 0256-8543 (ISSN-L)
- 2150-2641
- OpenAlex
- W2082834489
- Cited by
- 76
- References
- 27
- Citations by year
- 2026: 2 · 2025: 21 · 2024: 1 · 2023: 1 · 2022: 4 · 2021: 4 · 2020: 4 · 2019: 6 · 2018: 3 · 2017: 5 · 2016: 3 · 2015: 4 · 2014: 5 · 2013: 4 · 2012: 4
- FWCI
- 5.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Childhood Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- self-efficacy, English as a second language, Chinese boys, English language learning, vocabulary difficulty, reading and writing tasks, task difficulty, social persuasion, student learning interest, attitudes toward English
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