“Self- Efficacy and Language Learning Strategies: Inputs to Enhance English

Students’ Performance in New Normal”

A Concept Paper

Presented to

Carlo Enrique Rule

Professor

In Partial Fulfillment

of the Requirements for Thesis 1

Quinimon, Remie

Sarmiento, Lea

Tumog, Ludymae

BSEd English

November 8, 2023
Proposed Title of Research Interest

“Self- Efficacy and Language Learning Strategies: Inputs to Enhance English Students’

Performance in the New Normal”

Introduction/Background of the Study

The study focuses on exploring the relationship of Online Learning Self Efficacy (OLSE)

and Language Learning Strategies (LLS) of the students in distance education since these are

important factors influencing the success of language learning experience and achievement.

Self-efficacy is characterized as convictions in one's abilities to sort out and execute the

courses of action needed to deliver given achievements (Bandura, 1997, p. 3). By

understanding the concept of OLSE we can better express our beliefs and feelings on how we

can accomplish the given actions required to deal with prospective circumstances in terms of

exposure towards learning environment, time management and technology use. On the other

hand, Ghani (2003) characterized language learning strategies as explicit activities, practices,

steps, or techniques that students habitually use to improve their advancement in L2 creating

abilities; these can encourage the internalization, stockpiling, recovery, or utilization of new

language. Thus, LLS is a term alluding to the styles and activities that are intentionally done

by language students to assist them with learning or utilize a language adequately either by

means of metacognitive, intellectual and social methodologies. Self- efficacy fills in as a

marker towards the accomplishment of students in all exercises and tasks in web-based

learning. Also, it is a must to grasp and track down the best source of self-efficacy in web-

based learning setting (Peechapo, Na-Songkhla, Sujiva and Luangsodsai, 2017). While

influencing students’ behavior means teaching them to use language learning strategies for
learning improvement. A few techniques for instruction have been contrived to assist

students with becoming strategic. These incorporate direct instruction and self-instruction.

Today, educational institutions in higher education including colleges and universities are

delivering smooth transition from traditional classroom setting into digital and virtual

channel through the use of internet. Online education offers interactive, convenient, flexible

and reflective learning towards students it also shows some issues affecting the adjustments

of the institution to understand the factors affecting the self-efficacy of the students and how

to boost it up so students will not have negative attitude towards learning experience. Online

learning may be regarding synchronous, real-time talks and time-based results assessments,

or asynchronous, delayed-time exercises, as pre-recorded video talks and time-free

assessments (Oztok et al., 2013).

However, students faced struggles in online learning including connectivity issues, unequal

access of mobile phone, personal computers and devices for learning, power interruption and

inclement weather status which are the common issues encountering the students most of the

time. In line with this context, boosting the self-efficacy of the learners provide positive

outlook so learners will still enjoy, collaborate and participate in the learning process. For the

past years, there has been a move of focus in the field of instruction: from being teacher-

centered to student focused (Zare, 2010) and from paper-pencil to 2 online learning. In a

student focused homeroom, Altan and Trombly (2001 in Brown, 2003) clarifies that the

difficulties concerning the variety of students are met, hence focusing on the students’

learning needs. This interest on the students has prompted various requests as to how

students learn especially in an online education. For instance, female students utilize each of

the six language learning strategies, and that the most predominant of these methodologies
 was Metacognitive. Additionally, only the timeframe learning English doesn't

straightforwardly impact the decision of language learning strategies (Arbon A. M. and

Pariña J. M., 2018).

In line with the popularity of online learning in the previous years, the researchers wish to

conduct the study to explore the relationship of online learning self-efficacy towards

language learning strategies of the English students of JHCSC Main Campus. The

researchers came with the idea of conducting the study because of the arising issues of the

online learning education presented above and to know the beliefs and feelings of the

students on how they deal with to have positive outlook towards the learning process despite

of these issues. Moreover, the researchers thought of measuring the of online learning self-

efficacy of the students in terms of their strategies, process and actions that they employ to

assist them to learn English language effectively. Furthermore, there is no existing study

about the online learning self-efficacy and language learning strategies of the third year

BSEd English students at Josefina Herrera Cerilles State College.

RESEARCH GAP

In recent years, the education system has witnessed a significant shift towards online and remote

learning as a result of the COVID-19 pandemic. This new normal has posed unique challenges

for students in terms of language acquisition and performance. One important factor that

influences language learning outcomes is self-efficacy, which refers to an individual's belief in

their ability to accomplish specific tasks or goals. Additionally, language learning strategies

(LLS) have been identified as crucial inputs for enhancing students' language proficiency.

However, despite the recognition of these two factors, there is a research gap in understanding
the relationship between self-efficacy, language learning strategies, and how they can

collectively contribute to students' performance in the new normal. Therefore, this study aims to

address this gap by investigating the influence of self-efficacy and language learning strategies

on students' performance in the new normal of online and remote learning.

RESEARCH THEORY/THEORIES

Self-Efficacy may be defined as an individual’s belief in his or her ability to succeed in a specific

situation or accomplish a specific task (e.g., Bandura, 1977, 1997, 2012). Numerous studies

stated that high level of self-efficacy provides high level of motivation and eagerness to achieve

desired goals and objectives. In contrast, self-efficacy in online learning provides an in-depth

analysis on how are the students’ beliefs in regards of their ability to accomplish the tasks given

by their teachers considering the learning environment, management of time and their ability to

use the technologies as medium of learning. On the other hand, language learning strategies

could be a term alluding to the forms and activities that are deliberately deployed by language

learners to assist them to memorize or utilize a language more successfully.

The purpose of the study is to examine the of online learning self- efficacy and its relationship to

language learning strategies of the BSEd English students at JHCSC MAIN CAMPUS. At first,

the study seeks to answer the of online learning self- efficacy in terms of learning in the

environment, time management and use of technology. Secondly, the study will explore the

classification of language learning strategies in terms of memory, cognition, compensation,

metacognitive, affective and social strategy. Furthermore, the research will provide implications

of the study to the teaching and learning of the English language.

Research Questions and Hypothesis

Research Questions

The study aims to examine of online learning self- efficacy and its relationship to

language learning strategies of the BSEd English students in JHCSC Main Campus.

Specifically, the study aimed to answer the following questions:

1. How might the students’ online learning self-efficacy were characterized in terms of:

1.1 learning in the online environment;

1.2 time-management;

1.3 technology use?

2. How were the students’ language learning strategies classified in terms of:

2.1 memory;

2.2 cognition;

2.3 compensation;
 2.4 metacognitive;

2.5 affective;

2.6 social strategy?

3. Is there a significant relationship between the students' online learning self-efficacy

and their language learning strategies?

4. What inputs could be drawn to enhance the students’ English performance in the new

normal?

Hypothesis

 There is no significant relationship between students’ online learning self-efficacy and

language learning strategies.

Preliminary Literature Review

Exploring the relationship of Online Learning Self- Efficacy (OLSE) and Language

Learning Strategies (LLS) of the students in distance education is the starting point in

determining whether there is a relationship between them that leads to academic

achievement and successful language learning. As Shi (2016, as cited in Tsao, Tseng &

Wang, 2017) examined empirical research in the ESL and EFL settings done in recent 10

years and found that students with high selfefficacy have performed better in scholarly,
used additional learning strategies and kept up healthy qualities. This is related to what

various researches found out that how a student perceives his abilities or the level of self-

efficacy he had affects how he accomplishes a task. Therefore, when he sees himself as

incapable then he won’t really make it, but if he thinks the other way around, he will

definitely make it. As a matter of fact, psychologists and instructors considered a long

time ago the motivation and self-efficacy as indicators of learners' accomplishment and

learning which contribute significantly to students' performance (Graham and Weiner,

1996; Bandura and Locke, 2003; Pajares, 1996). It can be said then that self-efficacy

takes into account that it is one of the reasons which affects students’ achievement and

performance in class. In this regard, the discoveries of an investigation utilizing Pearson

correlation coefficients show that there was a critical positive connection between

language learning strategies and language self-efficacy and that the interview results were

in concurrence with the above discoveries. It was discovered that high selfefficacy pre-

service instructors detailed more regular utilization of more numbe

Based on a study, it has been distinguished that students use language learning strategies

to be good language students. In any case, even though various students favored diverse

language learning strategies, there are a few strategies that are leading them to be good

language students. These students utilize each of the three classes of language learning

strategies which are cognitive, meta-cognitive and socio affective which are also included

in measuring LLS of the participants in this study. The students utilize various classes of

language learning strategies for various abilities that they would get and improve

(Hashim, H. U., Yunus, M., & Hashim, H., 2018). That is related to the study of Tandoc,

J. Jr. (2019) where the utilization of different strategies in language learning greatly help
 the students to develop and enhance their proficiency and task performance. While

improving the students' utilization of various strategies in language learning, Language

Learning Strategies Enhancement Training will likewise build up their character to help

them become holistic language students. Now, we can see that language learning

strategies affect the students’ performance through their confidence and positive feeling

and Mohammadipour, M. et al., (2018) found an important positive correlation between

positive feelings and the general language learning strategy use. Likewise, it was shown

that the students who experienced more positive feelings would utilize a wide range of

language learning strategies. The significance of students' positive feelings in their

utilization of language learning strategies was emphasized. That is why it could be

proposed that educators by planning the homeroom settings and guidelines which

promote positive feelings can motivate students to utilize language learning strategies

more frequently and with more variety which identify students' language learning

proficiency.

Proposed Methods/Procedures

Research Design

The way of collected data showed that the study was a descriptive research. Moreover, the

researchers used correlational research since it focused on assessing the covariation between

students’ of online learning self- efficacy and their language learning strategies. Creswell (2002)

defined correlation as a statistical test to establish patterns for two variables. On one hand, online
learning self-efficacy of students were divided into subscales that includes learning in the online

environment, time management and technology use. On the other hand, the language learning

strategies were examined as to memory, cognition, compensation, metacognitive, affective and

social strategy.

Participants

Simple Random sampling: Involves selecting individuals from the population in such a way

that every possible sample of a specified size has an equal chance of being selected.

Sample size: 30

INSTRUMENTS OF DATA COLLECTION

The study adapted the instruments namely: Online Learning Self-Efficacy Scale and Strategies

Inventory of Language Learning as the primary tools to gather data.

 Online Learning Self-Efficacy Scale. The instrument was developed by Zimmerman and

Kulikowich (2016). OLSES consists of three subscales that includes learning in the

online environment, time management and technology use. The data collection tool

consisted of demographic information (gender, age distribution, grade level, school type).

Moreover, Likert scale will be used on scaling the items, and are in the form completely

disagree (1), disagree (2, undecided (3), agree (4) and completely agree (5).

 Strategies Inventory of Language Learning. To classify the students; language learning

strategies, the researchers adapted this tool that use to assess the specific language 8
 learning strategies that are employed by the student in learning a foreign language. This

tool will assess the memory, cognition, compensation, metacognitive, affective and social

strategy of the respondents of the study. Likert scale will be used to scale the items and

are in the for form of Never or almost never true of me(1), Usually not true of me (2),

Somewhat true of me (3), Usually true of me (4), Always or almost always true of me (5)

respectively.

DATA COLLECTION

The research instruments will be deliver electronically through the use of Google forms

and the link of the forms will be sent through Messenger as the primary medium for

communication of the researchers and respondents.

DATA ANALYSIS

The data were analyze using descriptive statistics of mean with which the study research

questions will be answer. Mean is computed as the summation of observations divided by

the total numbers of observations. To test the relationship of the students’ of online

learning self-efficacy and language learning strategies, the research will utilize the

Pearson product- moment correlation coefficient.

Proposed Timeline

Data collection will be conducted over a period of three months, ensuring adequate time

for all assessments and interviews.

References

(PDF) Self-Efficacy In Online Learning Environments: A Literature Review (researchgate.

net)

Peechapol, C., Songkhla, J., Sujiva, S., &Luaongsodsai, A., 2018. An Exploration of Factors

Influencing Self-Efficacy in Online Learning: A Systematic Review. Retrieved from

https://core.ac.uk/download/pdf/234940717.pdf

Wong S.W. (2005). Language Learning Strategies and Language Self-Efficacy: Investigating the

Relationship in Malaysia. Retrieved from https://doi.org/10.1177/0033688205060050 •

https://www.researchgate.net/publication/296704124_SelfEfficacy_In_Online_Learning_Enviro

nments_A_Literature_Review

Tandoc, J. Jr. (2019). Language Learning Strategies Enhancement Training through Personality

Development: A Training Designed for ESL Learners. Online Submission, International Journal

of Linguistics, Literature and Translation (IJLLT) v2 n5 p380-403 Sep 2019

Alhamami, M. Learners’ beliefs about language-learning abilities in face-to-face & online

settings. Int J Educ Technol High Educ 16, 31 (2019). https://doi.org/10.1186/s41239-019-0162-