Self-efficacy

Self-efficacy, a belief in our ability to achieve a task, is fundamental to learner engagement and motivation, and to successful outcomes.

This section will explore Self-efficacy in relation to the following three How are we doing? statements:

  • Through a range of activities including learner feedback and learner voice, we understand our learners’ relationship with their learning and their sense of self-efficacy.
  • Our learning, teaching and assessments are planned to progressively scaffold success and achievement for our learners.
  • We develop approaches with our learners which support them to build sense of ownership of their learning, to understand their strategies for success and to self-reflect on their achievements and progress.

Click on the links below to read more about key themes of Self-efficacy and then use the How are we doing? statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.

What is self-efficacy? Strategies for development Measuring Impact

What is self-efficacy?

Self-efficacy is a personal belief in one’s capability to organize and execute courses of action required to attain designated types of performances. (Anthony, P76, 2012).

Our level of self-efficacy influences the goals we set ourselves, the amount of energy and effort we put into achieving these goals, and how likely we are to achieve them. Crucially, research has also shown that academic self-efficacy is the strongest single predictor of learners’ academic achievement and performance. (Anthony, 2012).  Chiefly, if learners believe that they can achieve a task, they are better placed to do so.

A review of the research literature on self-efficacy and language learning (Raoofi et al. 2012) points to the key role a learner’s sense of self-efficacy plays in their engagement in language learning and their likelihood of success.  This means that learners who believe they can achieve in a task or in their language learning more generally are more likely to engage in their learning and experience achievement.

Studies have also shown self-efficacy to be related to learner motivation in language learning (Schunk, 2003).  However, it is important to note that motivation is multifaceted, and is also influenced by wider factors such as learners’ relationship to the language being learned, approaches to learning and teaching, and whether contexts for learning are relevant and engaging (see Motivation).

Bandura (1997) noted there to be four key factors which influence one’s level of self-efficacy.  These are:

  1. Previous performance outcomes: previous success in achieving a task both increases self-efficacy and gives experience of applying strategies which lead to successful outcomes
  2. Vicarious experience: seeing other learners achieve a task can increase a learner’s own belief that they can also succeed
  3. Social persuasion: praise, encouragement and constructive feedback can increase a learner’s self-efficacy
  4. Physiological or emotional states: this relates to learners’ experiences when learning – with positive, well-scaffolded and well-paced learning contexts contributing to a pleasant learning experience and feelings of self-efficacy for learners where they feel that learning a language is achievable.

These four factors underline the importance of learners having a positive language learning experience, at an appropriate level of challenge, which enables learners to recognise, and reflect on their success in language learning tasks, and to take those self-efficacy beliefs forwards into future language learning activities.

Strategies for development

Key considerations for planning include:

  • Understanding each of our learners’ sense of self-efficacy through learner voice activities and learner feedback on learning and teaching etc.
  • Planning learning, teaching and assessment which promotes the development of strategies for achievement and success
  • Opportunities to reflect on achievements and next steps
  • Evaluation on the impact of self-efficacy interventions through learner voice, attainment data and uptake of languages

The language teacher, researcher, and author Gianfranco Conti (2015) recommends the following eight strategies for developing self-efficacy in language learning:

    1. In the early stages of learning, focus on “horizontal” planning across learning. This effectively means planning learning so that language is revisited repeatedly across contexts e.g. encountering the same structures in language lessons, in classroom language (daily routines, classroom instructions, social language) or in different curricular areas. (See the Progression section of this tool for more information on planning language learning in this way.)
    2. Teachers should plan carefully for self-efficacy, especially at the early stages of instructions and with less able learners. This includes effectively scaffolding learning (developing steps to success), keeping expectations high, supporting depth of learning, applying learning strategies, and effective differentiation of learning.  (For more information, see the Differentiation section of this tool.)
    3. From the very early stages of instruction model effective learning strategies. Modelling effective learning strategies for language learning (e.g. memory techniques, cognitive and metacognitive strategies, skimming and scanning skills, editing skills) is key to supporting learner ownership of their success and their language learning.
    4. Give the learners a sense of ownership over the learning process through formative feedback. This relates to learner feedback about learning and teaching (e.g. is it at the right level of challenge, is it well-paced, is it engaging and relevant for learners) and embedding pupil choice in current and future language learning activities.
    5. Assess students using tasks they are familiar with. This strategy is based on the principle that learners should be well-prepared for the assessment tasks that they are being asked to complete. This means that these assessments should both reflect the skills and competencies covered in classroom learning and involve similar tasks.  Using similar tasks to those used in classroom language learning means pupils can apply approaches and strategies which they have developed to the task, and that they are more likely to be successful. Having positive assessment experiences, which learners can then reflect and comment upon, is key to building self-efficacy in an area of learning.
    6. Assessments’ construct validity. Ensuring assessments have a clear purpose and that they assess what they are meant to assess. That is to say that the skills or competencies assessed in tests should relate directly to learning and provide meaningful outcomes
    7. Attitude to error – In the early stages of language learning, Conti recommends only correcting the most serious of errors. Creating a context where errors are seen to be a natural part of language learning, and part of developing competence is important so that errors do not cause learners anxiety and negatively affect learner self-efficacy.
    8. Structure tasks vs unstructured tasks. Conti recommends sticking to highly structured tasks for early learners of language which ensures that tasks are well-scaffolded and are within learners’ current levels of If learners are to engage in less structured or more ‘creative’ tasks (e.g. creating a poster/PPT/film), Conti recommends that feedback focuses only on serious errors, so as not to negatively impact learners’ self-esteem and self-efficacy.

(Conti, 2015)

Further considerations for developing learner self-efficacy in languages include:

  • Discussion of strategies to support with specific tasks e.g. techniques for reading a text with unfamiliar language, strategies for producing accurate writing (e.g. working with a partner to peer-assess, using support resources effectively)
  • Enabling learner autonomy by developing strategies which can be applied in new contexts e.g. an approach for checking the accuracy of their own writing
  • Assessments which develop ownership of language learning through learner choice of assessment, and creative outcomes which demonstrate learning
  • Self-assessment strategies, where learners comment on their own learning, progress and next steps
  • Encouragement for learners to take risks in their learning (e.g. talking aloud in the language) and support for learners to develop and reflect upon their strategies for success

Measuring Impact

Before we can measure the impact of any self-efficacy interventions, we need to understand our learners’ individual experiences of language learning and how this is impacting on their engagement and achievements. This can be captured through:

  • Individual learning planning
  • Learner feedback on assessments / learning activities
  • Target setting
  • Learner voice activities

Understanding individual learner’s experiences provides a baseline from which you can work to measure the success of interventions and strategies for success.  This approach could be applied to learning activities, strands of learning (e.g. reading in the language) or to language learning as a whole.

Key questions for learners could include:

  • How confident did you feel before the task? E.g. marks out of 5, fist of five (show of hands before an activity to capture how confident learners feel about completing the activity).
  • How confident do you feel about language learning generally?
  • Do you see yourself as a language learner?
  • Do you think you can learn a new language?

Other measures can support with tracking the impact of interventions and strategies for developing self-efficacy. This includes:

  • Attainment data – from both formative and summative assessments
  • Uptake data – understanding the relationship between learners’ beliefs about their language learning (e.g. too difficult, not for me etc.) and their choices beyond the BGE

How are we doing?

  • Through a range of activities including learner feedback and learner voice, we understand our learners’ relationship with their learning and their sense of self-efficacy.
  • Our learning, teaching and assessments are planned to progressively scaffold success and achievement for our learners.
  • We develop approaches with our learners which support them to build sense of ownership of their learning, to understand their strategies for success and to self-reflect on their achievements and progress.

Record your practice

Now you have researched the methodology and best practice in Self-efficacy it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Self-efficacy self-evaluation PDF (103 KB)


Self-efficacy and language learning

Blog post exploring key considerations and approaches for developing learner self-efficacy.

Gianfranco Conti, Self-efficacy, the most neglected motivational factor in foreign language instruction

Research article which explores the impact of learner self-efficacy on language learning

Self-efficacy in Second/Foreign Language Learning Contexts', English Language Teaching, Raoofi, S., Tan B.H. and Chan,S.W. (2012)

Report on a study of secondary French learners, assessing the impact of approaches to listening on learners’ self-efficacy.

Learner strategies and self-efficacy, Suzanne Graham, University of Reading

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