Self-efficacy and self-concept as predictors of language learning achievements in an Asian bilingual context

This study investigated the relationships between students’ self-efficacy and self-concept for learning languages and students’ academic achievement in learning English and Chinese. 1,092 eighth to eleventh graders from four Hong Kong secondary schools completed questionnaires reporting their self-efficacy , self-concept and academic results for Chinese language and English language. Results indicated that Chinese language self-efficacy and self-concept were significant predictors for Chinese language achievement. English language self-efficacy and self-concept predicted both students’ English and Chinese academic achievements. These results provide some support for both the domain specificity of self-efficacy, and the internal /external frame of reference effect. There is also support for the notion that learning English language facilitates the learning of Chinese language but not the other way around. Copyright © 2017 All Academic, Inc.