A DBR study of the Effects of Self-efficacy in a Foreign Language Classroom
Storyboard Text
- I haven't spoken Italian for 3 weeks
- Semester 1: Initial intervention to create more class practice Semester 2: First iteration of redesign in response to initial intervention Semester 3: Second iteration of redesign in response to phase 2
- How can I help improve their performance in Italian?
- Italian (Intermediate)
- I thought it would be easy if I just memorized everything.
- I feel my students lack the confidence to speak or write in Italian
- So having more time for practice during class will be useful.
- We can design and redesign the learning environment to test the idea.
- Bandura 's theory says that practice develops self-efficacy
- Sources of Self-Efficacy(Bandura 1977)Performance accomplishmentsVicarious experiencesVerbal persuasionEmotional arousal
- This means in a comfortable interactive environment, practice helps develop mastery which gives a sense of self-efficacy.
- Hmmm
- Practice Mastery Self-efficacy
- Phase 3
- Phase 2
- Phase 1
- Qualitative MethodsObservation of 254 studentsInterview of 4 studentsStudent evaluations9 Focus group interviews
- [P]ractice via increased exposure and productivity in the classroom improved student self efficacy by lowering anxiety and perceived ability
- Author 2
- Student Perception of Self-efficacy in the Foreign Language Classroom: A DBR Research Study
- [S]tudents became more habituated to and accepting of more intimidating activities. .. self efficacy grew as 'coping skills'
- Author 1
- ReferenceMoreno, R., Kilpatrick, J. (2018). Student perceptions of self-efficacy in the foreign language classroom: A design-based research study. EDeR. Educational Design Research, 2(1).
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