Exploring University Students’ Self-Efficacy in Learning English

Abstract

Language acquisition research has expanded foci to explore the social and metacognitive dimensions of learning, looking more at motivational, strategic, and psychological qualities that facilitate learner autonomy. Aligning with this trend, this study aimed to investigate the characteristics of self-efficacy (SE) in learning English among English-major students at a university in the Mekong Delta of Vietnam. The research sample comprised 150 students, with data collected through questionnaires and interviews. The study sought answers to understand to what extent the students were self-efficacious with the four language skills and what factors affect their SE. Comparisons of various groups regarding gender and learning experience were also performed. The findings indicated that Vietnamese English-major students generally possess a relatively high level of self-efficacy in learning English. Moreover, no significant differences were observed between the groups, except for the case of writing SE, where seniors exhibited higher self-efficacy levels than sophomores. Factors affecting self-efficacy were mastery experiences, teachers’ feedback and support, collaborative learning, and an environment conducive to learning. These results suggest that targeted interventions focusing on enhancing these factors could further improve self-efficacy among learners. Consequently, the key practical implications of the study are discussed in further detail.