The Role of Learning Climate on Self-Efficacy Beliefs and Self- Perceived Communication Competences of EFL Learners in Higher Education

• Autores: Erkan Yüce
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 39, 2023, págs. 231-247
• Idioma: inglés
• DOI: 10.30827/portalin.vi39.24106
• Títulos paralelos:
  • El papel del clima de aprendizaje en las creencias de autoeficacia y las competencias comunicativas autopercibidas por los estudiantes de inglés como lengua extranjera en educación superior
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• Resumen
  • español

    Este estudio exploró el papel del clima de aprendizaje en las creencias de autoeficacia y las competencias de comunicación autopercibidas de los estudiantes de inglés como lengua extranjera en la educación superior. Se encontró que las percepciones del clima de aprendizaje, las creencias de autoeficacia y los niveles de competencia comunicativa autopercibidos de los estudiantes de inglés como lengua extranjera eran moderados. No hubo una diferencia significativa entre el clima de aprendizaje de los estudiantes, la autoeficacia y los puntos de comunicación autopercibidos en términos de su sexo. Hubo una diferencia entre los estudiantes de 1.° y 2.° grado en cuanto al clima de aprendizaje, y no hubo una diferencia significativa entre la autoeficacia de los estudiantes y los puntos de comunicación autopercibidos en términos de su calificación. Se encontró una relación significativa entre el clima de aprendizaje de los estudiantes y la autoeficacia y la competencia comunicativa autopercibida de manera positiva. Si bien se encontró que el clima de aprendizaje era un predictor más bajo de la autoeficacia y la competencia comunicativa autopercibida, se encontró que la autoeficacia y la competencia comunicativa autopercibida eran predictores más fuertes entre sí.

  • English

    This study explored the role of learning climate on self-efficacy beliefs and self-perceived communication competences of EFL learners in higher education. The learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels of EFL students were found to be moderate. There was not a significant difference among students' learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st Grade and 2nd Grade students for learning climate, and there was not a significant difference among students' self-efficacy and self-perceived communication points in terms of their grade. A significant relationship among students' learning climate and self-efficacy and self-perceived communication competence in a positive way was found. While learning climate was found to be a lower predictor of self-efficacy and self-perceived communication competence, self-efficacy, and self-perceived communication competence were found to be stronger predictors of each other.

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