Mercer - 2006 - Learner Self-beliefs - ELT Journal
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key concepts in elt Learner self-beliefs Sarah Mercer In research and theorizing on foreign language learning (FLL), self- constructs—i.e. beliefs about oneself which are thought to affect behaviour and attitudes—appear in a number of areas. For example, references to self- confidence, self-concept, self-efficacy, and self-esteem can be found in work on affect, autonomy, strategies, individual differences, motivation, identity, attributions, anxiety, and willingness to communicate. (See, for example, Do ¨rnyei 2005; Williams et al. 2004; Yang 1999; Yashima et al. 2004.) However, although the significance of self-beliefs has been increasingly recognized in FLL, they have not so far received the same degree of attention as in educational psychology. (See for example, Bandura 1997; Baumeister et al. 2003; Marsh 1990.) This is partly because research in FLL (and in psychology itself) has been hampered by the intrinsic complexity of conceptualizations of self-beliefs and problems with use of terminology (Byrne 1996: 1–7). In particular, three key self-constructs—self-esteem, self- concept, and self-efficacy—are often referred to inconsistently or even inaccurately. Valentine and DuBois (2005: 55) explain that ‘theoretically, self-concept, self-esteem, and self-efficacy beliefs share a common emphasis on an individual’s beliefs about his or her attributes and abilities as a person’. However, they also show that it is possible, and indeed necessary, to differentiate between the terms. They suggest that the key distinguishing criteria are (1) the degree of specificity with which the three constructs are measured, and (2) the relative importance of the cognitive and evaluative self-beliefs involved (Valentine and DuBois: op. cit.). Self-esteem can be seen as a more global construct, one which is related to an individual’s value system, and thus considered to have a larger evaluative component. As Harter (1999: 5) explains, self-esteem is focused ‘on the overall evaluation of one’s worth or value as a person’, and she uses the terms ‘self-esteem’ and ‘self-worth’ interchangeably. Self-esteem is the broadest and most evaluative of the three constructs. In contrast, self-efficacy is seen as more cognitive in nature and more concerned with expectancy beliefs about one’s perceived capability to perform a certain task in a very specific domain (Bandura 1997), for example, to carry out a particular type of reading or writing activity. In other words, as Pajares and Miller (1994: 194) say, it is ‘a context-specific assessment of competence to perform a specific task, a judgement of one’s capabilities to execute specific behaviours in specific situations’. 182 ELT Journal Volume 62/2 April 2008; doi:10.1093/elt/ccn001 ª The Author 2008. Published by Oxford University Press; all rights reserved. at Leicester University Library on September 19, 2011 eltj.oxfordjournals.org Downloaded from
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Learner Self-beliefs
Transcript of Mercer - 2006 - Learner Self-beliefs - ELT Journal
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key concepts in elt
Learner self-beliefs
Sarah Mercer
In research and theorizing on foreign language learning (FLL), self-constructsi.e. beliefs about oneself which are thought to affect behaviourand attitudesappear in a number of areas. For example, references to self-confidence, self-concept, self-efficacy, and self-esteem can be found in workon affect, autonomy, strategies, individual differences, motivation, identity,attributions, anxiety, and willingness to communicate. (See, for example,Dornyei 2005; Williams et al. 2004; Yang 1999; Yashima et al. 2004.)
However, although the significance of self-beliefs has been increasinglyrecognized in FLL, they have not so far received the same degree of attentionas in educational psychology. (See for example, Bandura 1997; Baumeisteret al. 2003; Marsh 1990.) This is partly because research in FLL (and inpsychology itself) has been hampered by the intrinsic complexity ofconceptualizations of self-beliefs and problems with use of terminology(Byrne 1996: 17). In particular, three key self-constructsself-esteem, self-concept, and self-efficacyare often referred to inconsistently or eveninaccurately.
Valentine and DuBois (2005: 55) explain that theoretically, self-concept,self-esteem, and self-efficacy beliefs share a common emphasis on anindividuals beliefs about his or her attributes and abilities as a person.However, they also show that it is possible, and indeed necessary, todifferentiate between the terms. They suggest that the key distinguishingcriteria are (1) the degree of specificity with which the three constructs aremeasured, and (2) the relative importance of the cognitive and evaluativeself-beliefs involved (Valentine and DuBois: op. cit.).
Self-esteem can be seen as a more global construct, one which is related to anindividuals value system, and thus considered to have a larger evaluativecomponent. As Harter (1999: 5) explains, self-esteem is focused on theoverall evaluation of ones worth or value as a person, and she uses theterms self-esteem and self-worth interchangeably. Self-esteem is thebroadest and most evaluative of the three constructs.
In contrast, self-efficacy is seen as more cognitive in nature and moreconcerned with expectancy beliefs about ones perceived capability toperform a certain task in a very specific domain (Bandura 1997), forexample, to carry out a particular type of reading or writing activity. In otherwords, as Pajares and Miller (1994: 194) say, it is a context-specificassessment of competence to perform a specific task, a judgement of onescapabilities to execute specific behaviours in specific situations.
182 ELT Journal Volume 62/2 April 2008; doi:10.1093/elt/ccn001 The Author 2008. Published by Oxford University Press; all rights reserved.
at Leicester University Library on September 19, 2011
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Self-concept, on the other hand, is viewed as containing both cognitive andaffective elements, and is seen as less context-dependent than self-efficacy. Itconcerns an individuals self-perceptions in a wider domain (for example,learning EFL) than is the case for self-efficacy. However, as Bong andSkaalvik (2003: 7) point out, when self-concept is measured at increasinglevels of specificity, it becomes more difficult to separate it from self-efficacy.Indeed, as they also state (ibid: 1011), some researchers accept that self-concept subsumes a self-efficacy component and that this component maybe the most important building block in ones self-concept.
Self-constructs in FLL may be different in nature from those for othersubjects, and may in fact play an even more central role. As Cohen and Norst(1989: 61) say, research shows that there is something fundamentallydifferent about learning a language, compared to learning another skill orgaining other knowledge, namely, that language and self are so closelybound, if not identical, that an attack on one is an attack on the other. Thus,a clear understanding of the nature of learner self-beliefs is crucial tomaking greater sense of the individual motivation and behaviour of FLstudents, and, thereby, the development of a sound FL teaching approach ingeneral.
ReferencesBandura, A. 1997. Self-Efficacy. New York:W. H. Freeman and Co.Baumeister, R. F., J. D. Campbell, J. L. Krueger, andK.D. Vohs.2003. Does high self-esteem cause betterperformance, interpersonal success, happiness orhealthier lifestyles? Psychological Science in thePublic Interest 4: 144.Bong, M. and E. M. Skaalvik. 2003. Academic self-concept and self-efficacy: how different are theyreally? Educational Psychology Review 15/1: 140.Byrne, B. M. 1996. Measuring Self-Concept Across theLife Span. Washington: American PsychologicalAssociation.Cohen, Y. and M. J. Norst. 1989. Fear, dependenceand loss of self-esteem: affective barriers in secondlanguage learning among adults. RELC Journal20/2: 6177.Dornyei, Z. 2005. The Psychology of the LanguageLearner. Hillsdale, NJ: Erlbaum Associates.Harter, S. 1999. The Construction of the Self:A Developmental Perspective. New York: GuildfordPress.Marsh, H. W. 1990. The structure of academic self-concept: the Marsh/Shavelson model. Journal ofEducational Psychology 82/4: 62336.Pajares, F. and M. D. Miller. 1994. Role of self-efficacy and self-concept beliefs in mathematical
problem solving: a path analysis. Journal ofEducational Psychology 86/2: 193203.Valentine, J. C.andD.L.DuBois.2005. Effects of self-beliefs on academic achievement and vice versa inH. W. Marsh, R. G. Craven, and D. M. McInerney(eds.). International Advances in Self Research.Volume 2. Greenwich, CT: Information AgePublishing: .Williams, M., R. Burden, G. Poulet, and I. Maun.2004. Learners perceptions of their successes andfailures in foreign language learning. LanguageLearning Journal 30: 1929.Yang, N.-D. 1999. The relationship between EFLlearners beliefs and learning strategy use. System27: 51535.Yashima, T., L. Zenuk-Nishide, andK. Shimizu. 2004.The influence of attitudes and affect on willingnessto communicate and second languagecommunication. Language Learning 54/1: 11952.
The authorSarah Mercer has an MA in TEFL from theUniversity of Reading and teaches EFL at theUniversity of Graz, Austria. She is also pursuinga part-time PhD at Lancaster University, England, onthe nature of the foreign language learner self-concept.Email: [email protected]
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