College Students' Perceived Self-efficacy and Use of Information and Communication Technologies in EFL Learning

This study examines Vietnamese, non-English major college students' perceived self-efficacy and their comfort in using information and communication technologies (ICTs) in learning English as a foreign language. A survey was completed by 975 students. Findings revealed that half of the students...

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Bibliographic Details
Published in:International journal of education and development using information and communication technology Vol. 17; no. 1; pp. 34 - 44
Main Authors: Ngo, Hong, Eichelberger, Ariana
Format: Journal Article
Language:English
Published: Bridgetown International Journal of Education and Development using Information and Communication Technology 01.01.2021
Subjects:
Academic failure
Averages
Chinese languages
College Students
Comfort
Communication
Communications technology
Competence
Educational Technology
English (Second Language)
English as a second language
English as a second language learning
English language
Foreign Countries
Foreign language learning
Foreign languages
Information technology
Language Proficiency
Language Skills
Learning
Learning Strategies
Limited English proficiency
Physiology
Second Language Instruction
Self Efficacy
Skills
Social research
Statistical inference
Statistics
Student Attitudes
Technological Literacy
Technology Uses in Education
Variance analysis
Vietnamese language
Vietnam
ISSN:1814-0556, 1814-0556
Online Access:Get full text
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Summary:This study examines Vietnamese, non-English major college students' perceived self-efficacy and their comfort in using information and communication technologies (ICTs) in learning English as a foreign language. A survey was completed by 975 students. Findings revealed that half of the students ranked themselves as basic EFL users, and fewer rated themselves as independent users or proficient users. Inferential statistics analysis found students' perceived self-efficacy differed by their comfort levels in using ICTs. Specifically, those with a high to very high comfort level were more self-efficacious in their learning of English compared to those with an average or low level. These findings may help explain the issue of limited proficiency in EFL learning among non-English major college students in Vietnam, in relation to how comfortable they are using ICTs. Further investigation is needed however to clarify the relationship between technology comfort levels and self-efficacy among EFL learners.
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ISSN:1814-0556
1814-0556