Self-efficacy and performance in English language learners

Abstract

Previous researchers have indicated that the perceived self-efficacy level in students may have an effect on their performance and achievement. In this study, the relationship between self-efficacy and the performance of English Language Learners (ELL) in Math and Reading was examined. Pre- and post exams were taken by students in the subjects of math and reading to determine their level and to measure their progress throughout a program during the summer course. This program was designed to prepare Latino youth in passing the Minnesota Basic Standards test by implementing technology and additional support. In addition, pre- and post surveys were also distributed to establish the self-efficacy level in each student and to determine if there would be a difference of scores. These scores were analyzed to determine whether or not self-efficacy has a significant impact on ELL student?s performance. Results show that completion of the program increased participant?s perceived self-efficacy in reading and math. In addition, self-efficacy in reading and learning vocabulary was found to be a significant predictor of growth in reading and vocabulary. However, math self-efficacy was not a significant predictor in the increase of math scores.