ISSN: 2226-6348
Open access
This study investigates the mediating role of self-efficacy in the relationship between film-based instruction and English-speaking proficiency among university students. Utilizing a mixed-methods approach, a quasi-experimental design was implemented with 112 non-English major undergraduates over one academic semester. Quantitative data were collected through standardized English proficiency tests and self-efficacy scales, while qualitative data were gathered via focus group interviews. Structural Equation Modeling (SEM) was employed to examine the mediation effect. Results indicate that film-based instruction significantly enhanced both English-speaking proficiency and self-efficacy. Moreover, self-efficacy was found to partially mediate the relationship between film-based instruction and English-speaking proficiency. These findings contribute to the theoretical understanding of the mechanisms underlying effective language pedagogy and offer practical implications for English language instruction in higher education.
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Kabooha, and Elyas. (2018), conducted a comprehensive study on the use of YouTube videos in enhancing vocabulary comprehension in EFL classrooms.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge University Press.
Csizér, K., Piniel, K., & Albert, Á. (2021). Exploring the interrelationships of language learning autonomy, self-efficacy, motivation, and emotions. Studies in Second Language Learning and Teaching, 11(4), 501-521.
Graham, S. (2022). Self-efficacy and academic listening. Journal of English for Academic Purposes, 45, 100857.
Has?rc?, A. S. (2021). The effect of short films as advance organizers on the reading comprehension and self-efficacy perceptions of students from different socio-economic backgrounds. Education and Science, 46(206), 247-261.
Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.
Herrero, C., & Vanderschelden, I. (2019). Using film and media in the language classroom: Reflections on research-led teaching. Multilingual Matters.
Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom – A study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121-132.
Kabooha, R. H. (2016). Using movies in EFL classrooms: A study conducted at the English Language Institute (ELI), King Abdul-Aziz University. English Language Teaching, 9(3), 248-257.
Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60-73.
Wang, C., Kim, D.-H., Bong, M., & Ahn, H. S. (2014). Examining measurement properties of an English Self-Efficacy Scale for English language learners in Korea. International Journal of Educational Research, 59, 24-34.
Yang, P. L., Badri, M., Al Rashedi, A., & Almazroui, K. (2018). The role of language teacher's self-efficacy as a mediator between teacher engagement, students' engagement, and language achievement. Teacher Development, 22(4), 516-533.
Renyuan, Z., & Ganapathy, M. (2024). The Mediating Effect of Students’ Self-Efficacy on the Relationship between Film Teaching and English-Speaking Proficiency. International Journal of Academic Research in Progressive Education and Development, 13(3), 3397–3405.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode