Exploring English Language Self-Efficacy among Shan Undergraduates Majoring in English in Thailand
Keywords: Self-Efficacy, Shan Students, English major, English language learning
Abstract
Self-efficacy plays a significant role in language learning because learners’ beliefs in their abilities influence motivation, confidence, and academic achievement. This study investigated the level of self-efficacy in English language learning among Shan students majoring in English at a public university in Chiang Mai, Thailand. The study employed a quantitative research design using the Questionnaire of English Self-Efficacy (QESE), which consisted of 32 items measured on a five-point Likert scale. The participants were 11 Shan students from the English for International Communication (EIC) and Business English (BE) programs at RMUTL. Data were analyzed using percentages, means, and standard deviations. The findings revealed that the overall level of English self-efficacy among Shan students was high (x̄ = 3.66). Among the four language skills, speaking skill had the highest self-efficacy level (x̄ = 3.78), followed by listening skill (x̄ = 3.66), reading skill (x̄ = 3.65), and writing skill (x̄ = 3.55). The results suggest that English teachers should continue promoting students’ academic self-efficacy to enhance English language learning and confidence in language use.
