Original article | Innovational Research in ELT 2024, Vol. 5(2) 26-33
The Role of University EFL Learners’ Self-Efficacy in Using Technology Based Out-of-Class Language Learning Activities
Suci Rahmawati & Ayhan Kahraman
pp. 26 - 33 | Manu. Number: MANU-2406-18-0001.R1
Published online: December 21, 2024 | Number of Views: 5 | Number of Download: 7
Abstract
The goal of this study is to ascertain how students see technology based out-of-class language learning activities as well as their views toward self-efficacy. Additionally, it also identified the relationship between EFL learners' self-efficacy and their usage of technology-based out-of-class language learning activities (TBOCLLAs). There were 133 Turkish EFL learners that participated in this quantitative study. They were requested to complete the TBOCLLA and self-efficacy questionnaires. The findings showed that they perceived positively about using technology for language learning activities outside of the classroom. It also revealed that the majority of students are capable of recognizing and maintaining their own sense of self-efficacy. Furthermore, there is a significant relationship between self-efficacy and TBOCLLAs. However, there is no statistically significant difference in the students' use of technology for activities outside of class based on their gender. The results indicate that students' perceptions of their use of technology for language learning outside of the classroom can be greatly influenced by their sense of self-efficacy.
Keywords: technology out-of-class language learning activities (TBOCLLAs), self-efficacy, attitudes, EFL learning.
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