EFL University Students’ Self-efficacy and Its Relationship to Their Identity
Ahmed M. M. Abdelhafez1,2, Hossam M. Zaki3,4 (1. Department of TEFL Curriculum & Instruction, Faculty of Education, Minia University, Egypt; 2. Taibah University, Saudi Arabia; 3. Department of Mental Health, Faculty of Education, Minia University, Egypt; 4. Prince Sattam bin Abdulaziz Universtiy, Saudi Arabia)
The aim of the current study is to identity the relationship between EFL learners’ self-efficacy and identity and to identify gender differences and those related to nationality between the study sub-groups. The sample consisted of 320 male and female EFL undergraduate university students at two state universities in Egypt and the Kingdom of Saudi Arabia. Two scales (the EFL self-efficacy and the EFL identity) were prepared by the researchers to collect quantitative data, which were analyzed using t-test and correlation coefficient. In addition, qualitative data was collected through in-depth semi-structured interviews with 12 of the participants. The findings of the study revealed a statistically-significant correlation between self-efficacy and identity of the study participants. Statistically-significant differences were also found between the study sub-groups in all dimensions of identity (except the social dimension) favoring the female and Egyptian groups. Discussion and implications of the findings for language education are highlighted.
Key words: adolescents, applied sociolinguistics, identity, self-efficacy, language education, EFL