Self-Perception of Language Learning Ability as a Predicator of Successful Foreign Langauge Learning

This study investigated the concept that learners’ self-perception of their language learning ability is a variable involved in and predicting the successful learning of a foreign language. Researchers have established that many variables (affective, cognitive, pedagogical, and environment all contribute to successful language learning, and substantial research is available to support the theories. Though some research has been conducted specifically investigating the variable of self-perception or self-efficacy as a contributing influence on achievement, this study was meant to investigate the correlation between this variable, its influence on adult foreign language learners and whether this variable of self-efficacy can be used to predict foreign language learners and whether this variable of self-efficacy can be used to predict foreign language achievement. The data collection was conducted with missionaries during their two-month intensive language program in the specific learning setting of The Church of Jesus Christ of Latter-Day Saint’s Missionary Training Center (MTC) in Provo, Utah. The analysis of variance assessed data collected from two self-efficacy surveys in relation to an achievement test. The results showed that subjects who rated themselves with high self-efficacy scored highest on the achievement test, those who rated themselves with medium self-efficacy scored at a medium level and those who rated themselves with low self-efficacy scored the lowest. This showed evidence that self-efficacy can be used as a predictor of foreign language learning achievement. There was further evidence that teacher rankings were also significant in predicting subject achievement.

Thesis Author: Bergendorf, Karen

Year Completed: 1998

Committee Members: Melvin J. Luthy, Lynn E. Henrichsen

Thesis Chair: Neil J. Anderson

Thesis Award: Outstanding TESOL Thesis