INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

Apply

INFLUENCE OF STUDENT ENGLISH UTILITY AND TEACHER EFFICACY ON ENGLISH PROFICIENCY OF HIGH SCHOOL STUDENTS

Journal Title: International Journal of Langauges' Education and Teaching - Year 2016, Vol 4, Issue 3

Abstract

Learning second language considers a number of factors that influence the manner in which the language is taught. Understanding of the learners’ goals and motivation for learning is one. Using descriptive-correlational research design, this study determined the influence of student English utility and teacher efficacy on the students’ English proficiency. A total of 101 students from first year to fourth year level served as the respondents of the study. The study quantified the students’ perception towards English utility and their evaluation of English teacher efficacy which employed a researcher-made survey questionnaire. Results revealed high positive perceptions of students towards English utility. Analysis of variance revealed significant differences in the perceptions of high school students on the efficacy of their English teachers. Correlation coefficients indicated a positive linear relationship among the given variables. The p-value revealed significant relationship of teacher efficacy (r = .691, p-value = .000) and English utility (r = .467, p-value = .000) to students’ English proficiency. Results of regression statistics revealed that English utility has no significant influence on the student English proficiency. Therefore, the main factor that must still be considered then should be the teacher. Finally, there is an explicit indication that high level of teachers’ efficacy performing in teaching has much powerful influence on the English proficiency of high school students. Thus improving the methods of teaching English provides a better way of motivating students to achieve higher levels of proficiency in the future.

Authors and Affiliations

Ruth A. Ortega-Dela Cruz

Keywords

A STUDY ON THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND FOREIGN LANGUAGE ACHIEVEMENT

The communicative language teaching (CLT) paradigm emphasizes that main aim of language learning is to communicate through interaction in the target language. In that sense, it is extremely significant to point out that...

EFFECTS OF TWO METHODS OF INSTRUCTION ON STUDENTS’ CRITICAL RESPONSE TO PROSE LITERATURE TEXT IN ENGLISH IN SOME SECONDARY SCHOOLS IN BENIN CITY

This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design....

EP ID EP196577
DOI 10.18298/ijlet.1647
Views 148
Downloads 0