Self-efficacy Activation Factors: Analysis of Saudi English Language Learners' Self- Efficacious Discourse

Abstract

This qualitative study aims at investigating Saudi English language learners' self-efficacy activation factors. Seventy-eight participants were recruited through random sampling wherein 46 belonged to English department, 20 belonged to Computer Science department, and 12 were enrolled in Business Management Diploma at King Khalid University, Saudi Arabia. Initially, classroom observation was carried out to identify the items for the unstructured questionnaire. Unstructured questionnaire and interviews were employed as the main data generation tools. Content analysis was employed to the participants' self-efficacious discourse derived from the data which revealed three main themes: 1) ideological beliefs activated learners’ self-efficacy; 2) good management of time improved language learning outcomes; and 3) teachers’ active role in engaging the learners in language practicing sessions and in LMS activated their self-efficacy. Bandura's triadic reciprocal determinism framework was incorporated in the analysis and discussion of the participants' discourse in relation to the emerged themes. The twofold analysis revealed learners' ideological beliefs as the main psychological factor; time management as the main personal factor; and learners' engagement in technologically assisted learning (LMS) as the main environmental factor that constituted learners' reciprocal determinism for achieving the language learning outcomes.