Self-efficacy, Speaking Confidence and Use of Web 2.0 Tools for English Learning

A Structural Equation Model

Authors

DOI:

https://doi.org/10.4151/S0718-0934202401160957

Keywords:

Aula invertida, autoconfianza, autoeficacia, habilidades comunicativas, herramientas Web 2.0.

Abstract

The public health crisis triggered by the COVID-19 pandemic caused schools to adapt their syllabuses and move to an online mode of instruction. In this sense, the aim of this study was to analyze, by means of structural equation models, the effect of English learning self-efficacy on speaking self-confidence, and the effect of self-confidence on the use of Web 2.0 tools in English online learning. The study had a non-experimental, ex post facto quantitative design of explanatory, and cross-sectional nature with a sample of 861 university students. The English Self-Efficacy Questionnaire, Confidence in Speaking English as a Foreign Language Questionnaire, and The Attitude Questionnaire for the Web 2.0 tools were administrated to collect the data. The model showed that speaking self-efficacy exerts a positive influence on self-confidence. Listening self-efficacy revealed a moderately positive influence on self-confidence. The latter fact impacts the use of Web 2.0 tools in a moderately positive way for the development of communicative skills. It was then concluded that those students who believe in their own capabilities (self-efficacy) and who rely on their acquired skills (self-confidence) could have better academic results and could develop L2 linguistic skills through the use of Web 2.0 resources.

Author Biographies

Juan Fernando Gómez, Tecnológico de Antioquia, Institución Universitaria

Doctor en Ciencias de la Educación por la Universidad Cuauhtémoc de México y Magister en Lingüística Aplicada a la Enseñanza del inglés como Lengua Extranjera por la Universidad de Jaén. Docente de Inglés de tiempo completo del Departamento de Ciencias Básicas y Áreas Comunes del Tecnológico de Antioquia, Institución Universitaria (Medellín-Colombia). Docente investigador del Grupo CBATA en la línea de Educación para la sociedad.

Jorge Emiro Restrepo, Tecnológico de Antioquia, Institución universitaria

Profesor Asociado y Director del Grupo de Investigación OBSERVATOS en la Facultad de Educación y Ciencias Sociales del Tecnológico de Antioquia (Medellín, Colombia). Doctor (PhD) y Master (MS) en Neuropsicología por la Universidad de Salamanca, España. Biólogo (BSc) por la Universidad de Antioquia, Psicólogo (BA) por la Universidad Cooperativa de Colombia y Filósofo (BA) por la UNAD.

Claudio Díaz Larenas, Universidad de Concepción

Doctor en Educación, y Magíster en Lingüística. Profesor titular del Departamento de Currículum e Instrucción de la Facultad de Educación de la Universidad de Concepción. Trabajo en las asignaturas de didáctica y evaluación del inglés en los programas de Pedagogía en Inglés y Magíster en Innovación de la Enseñanza, Aprendizaje y Evaluación del Inglés.

Downloads

Published

2024-12-09

How to Cite

Gómez, J. F., Restrepo, J. E., & Díaz Larenas, C. (2024). Self-efficacy, Speaking Confidence and Use of Web 2.0 Tools for English Learning: A Structural Equation Model. Revista Signos. Estudios De Lingüística, 57(116), 710–732. https://doi.org/10.4151/S0718-0934202401160957

Issue

Vol. 57 No. 116 (2024): December

Section

Articles

License

Copyright (c) 2024 Revista Signos. Estudios de Lingüística

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright agreement:

Authors who have a manuscript accepted for publication in this journal agree to the following terms:

  1. Authors will retain their copyright and grant the journal the right of first publication of their work by means of this copyright agreement document, which is subject to the Creative Commons Acknowledgment License that allows third parties to share the work provided that its author and first publication in this journal are indicated.

  2. Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g., depositing it in an institutional repository or publishing it in a monographic volume) as long as the initial publication in this journal is indicated.

  3. Authors are allowed and encouraged to disseminate their work via the internet (e.g., in institutional publications or on their website) before and during the submission process, which can lead to interesting exchanges and increase citations of the published work (read more here).