CHINESE HIGH-PERFORMING UNIVERSITY STUDENTS’ SELF-EFFICACY AND SELF-PRIDE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Abstract

Background and Purpose: Both self-efficacy and self-pride play an important role in second/foreign language learning. Yet, they have seldom been researched simultaneously in the same context in relation to language learning. The current study aimed to examine Chinese high-performing university students’ English learning self-efficacy and self-pride and their predictive effects on the students’ English performance.   Methodology: 520 Chinese high-performing university students completed the 5-item Self-Pride Scale, the 3-item English Learning Self-Efficacy Scale and a background questionnaire, 14 of whom were interviewed.   Findings: Major findings were: a) the participants generally had a high level of English learning self-efficacy and self-pride, b) female students had significantly greater English learning self-efficacy and self-pride, c) English learning self-efficacy was significantly positively correlated with self-pride, d) both English learning self-efficacy and self-pride were significantly positively correlated with and predicted the students’ English performance, and e) the participants identified several causes for their English learning self-efficacy and self-pride.   Contributions: This study was one of the few that explored the relationship between English learning self-efficacy and self-pride and their predictive effects on students’ English performance. The findings thus provide insights for developing self-efficacy and self-pride in students to improve their learning of a second/foreign language.   Key words: Self-efficacy, self-pride, English performance.   Cite as: Liu, M., & Liu, J. (2024). Chinese high-performing university students’ self-efficacy and self-pride in learning English as a foreign language. Journal of Nusantara Studies, 9(2), 420-440. http://dx.doi.org/10.24200/jonus.vol9iss2pp420-440