The development of EFL learners’ self-efficacy in technology use environments

Abstract

Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.