A correlational study of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at level up academy, Loikaw Township, Kayah State, Myanmar

au.link.externalLink [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/4003/2873)
dc.contributor.author Alexander
dc.contributor.author Gonzalez, Orlando Rafael Gonzalez
dc.date.accessioned 2020-12-29T03:37:58Z
dc.date.available 2020-12-29T03:37:58Z
dc.date.issued 2020
dc.description.abstract The purpose of this quantitative study was to investigate if there was a significant relationship of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at Level Up Academy, Loikaw Township, Kayah State, Myanmar. A population sample of 71 students from Batch 5 (34 students) and Batch 6 (37 students), enrolled during the academic year 2017-2018, was chosen for this study. A 32-item questionnaire was used to measure the levels of self-efficacy for learning EFL, including its four subscales (listening efficacy, speaking efficacy, reading efficacy and writing efficacy); an 8-item questionnaire was used to measure perceived parental encouragement for learning EFL; and the levels of English academic achievement were determined using the English subject’s final test. After data collection was done, descriptive statistics (means and standard deviations) and a statistical hypothesis testing (correlational analysis using Pearson’s product moment correlation and multiple correlation coefficient) were carried out to address the research objectives and hypotheses of this study. The research findings indicated that the levels of self-efficacy for learning EFL of both Batch 5 and Batch 6 students were slightly high. It was also found that the level of perceived parental encouragement of Batch 5 students was slightly high, while that of Batch 6 students was moderately high. The English subject’s final test revealed that Batch 5 and Batch 6 students had good English academic achievement. Correlational analysis using Pearson’s product moment correlation suggested that there was a strong, significant and positive relationship of self-efficacy for learning EFL with English academic achievement of Batch 5 and Batch 6 students. However, there was not significant relationship of perceived parental encouragement for learning EFL with English academic achievement of Batch 5 and Batch 6 students. The four subscales of self-efficacy for learning EFL (listening, speaking, reading and writing efficacy) were also strongly, positively and significantly correlated with English academic achievement of Batch 5 and Batch 6 student Level Up Academy, Loikaw Township, Kayah State, Myanmar. en_US
dc.format.extent 15 pages en_US
dc.format.mimetype application/pdf en_US
dc.identifier.citation Scholar: Human Sciences 12, 2 (July-December 2020), 154-168 en_US
dc.identifier.uri https://repository.au.edu/handle/6623004553/24253
dc.language.iso eng en_US
dc.rights This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner. en_US
dc.rights.holder Assumption University en_US
dc.subject Self-efficacy en_US
dc.subject Perceived parental encouragement en_US
dc.subject English as a foreign language en_US
dc.subject English academic achievement en_US
dc.subject Listening efficacy en_US
dc.subject Speaking efficacy en_US
dc.subject Reading efficacy en_US
dc.subject Writing efficacy en_US
dc.subject.other Scholar: -- Human Sciences en_US
dc.subject.other Scholar: -- Human Sciences -- 2020 en_US
dc.title A correlational study of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at level up academy, Loikaw Township, Kayah State, Myanmar en_US
dc.type Text en_US
mods.genre Journal Article en_US
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