Self-efficacy and academic listening

By S. Graham. 2011

178 citations recorded by the source corpus.

Abstract This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one’s ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost self-efficacy. The degree of control over the process of listening that learners can gain through listening strategy instruction is an important factor in this process. Reviewing studies that have integrated strategy instruction with measures to address learners’ sense of control and self-efficacy for listening, it concludes by arguing that in an EAP context, such a heightened sense of confidence can help learners cope more effectively with authentic oral input.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9f47561a143c843bb9ccd34f135b733261ae2d3b

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, background): “Such findings are supported by those from the L2 literature, such as Graham (2011) who found that effective instruction in EAP courses had the potential to boost self-efficacy when listening to authentic lectures.”
ACADEMIC BUOYANCY (2018, background): “It has been shown that a high sense of efficacy is positively associated with L2 achievement (Hsieh & Kang, 2010), with specific language skills such as writing, reading, and listening (Graham, 2011; Mills, Pajares, & Herron, 2006, 2007), and with L2-related task performance (Hsieh, 2008).”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “A better understanding of the listener characteristics which determine L2 learners’ success in understanding speech is urgently needed because, as pointed out by Graham (2011), “listening is a source of frustration to learners and an area in which it seems difficult to make progress” (p. 113).”