Investigating the Effects of Students’ Speaking Question-Generation on Self-efficacy and Anxiety in the EFL Classroom
DOI:
https://doi.org/10.18502/kss.v3i10.3487Abstract
Student question-generation (SQG) has been recognized as a helpful activity in promoting students’ learning motivation, increasing their interests and enhancing their achievement in numerous studies. This research was to investigate students’ attitudes and perspectives toward SQG and whether student-generated open-ended questions as a summative test for students’ speaking test would affect their speaking and listening self-efficacy and anxiety. Two classes of intermediate-level sophomores from the College of Management participated in this quasi-experimental research and were assigned randomly to be the experimental group and the control group. Data were collected from 164 recorded questions, a questionnaire investigating students’ viewpoints and attitudes toward Students’ Speaking Question-Generation and three scales including Listening Skills Self-Efficacy Scale (LSS), Speaking Skills Self-Efficacy Scale (SSS), and Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics and ANCOVA was used to analyze the data. The results show students’ positive attitudes toward SQG, but SQG has no significant effects on students’ listening and speaking self-efficacy and anxiety. The findings and results of the study are discussed.
Keywords: student question-generation (SQG), open-ended questions, English speaking and listening self-efficacy, foreign language anxiety
References
Abad, E., Suárez, P., & Gil, J. (2015). Participatory learning and knowledge assessment with a game-based method relying on student-generated questions. arXiv preprint arXiv:1501.06439.
Bandura, A. (1995). Self efficacy in changing societies, NY: Cambridge University Press.
Brubacher, S. P., Powell, M., Skouteris, H., & Guadagno, B. (2015). The effects of esimulation interview training on teachers’ use of open-ended questions. Child abuse & neglect, 43, 95-103.
Cano García, F., García, Á., García-Berbén, A. B., Pichardo Martínez, M. D. C., & Justicia Justicia, F. (2014). The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in Science.Psicothema, 26(3), 385-390. doi: 10.7334/psicothema2013.252
Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21.
Chung, W. S., & Leung, M. T. (2016, June). The Structural Relationships Between Foreign Language Speaking Anxiety, Perceived English Competence, English Learning Motivation, Willingness to Communicate, English Learning Engagement and Motivational Intensity in Hong Kong Secondary Students. In Singapore Conference of Applied Psychology (pp. 147-169). Springer, Singapore.
Cubukcu, F. (2008). A Study on the Correlation between Self Efficacy and Foreign Language Learning Anxiety. Online Submission, 4(1), 148-158.
Demir, S. (2017). An Evaluation of Oral Language: The Relationship between Listening, Speaking and Self-efficacy. Universal Journal of Educational Research, 5(9), 1457-1467. DOI: 10.13189/ujer.2017.050903
DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Linguistics And Education, 32(Part B), 131-147. doi:10.1016/j.linged.20 15.10.003
Dziuk, E. (2016). Use of Student-Generated Questions in the Classroom. Journal on Best Teaching Practices. 3(1), 10-12.
Hardy, J., Bates, S. P., Casey, M. M., Galloway, K. W., Galloway, R. K., Kay, A. E., & McQueen, H. A. (2014). Student-generated content: Enhancing learning through sharing multiple-choice questions. International Journal of Science Education, 36(13), 2180-2194.
Horwitz, E., Horwitz, M., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal,70(2), 125-132. doi:10.2307/327317
Huerta, M., Goodson, P., Beigi, M., &Chlup, D. (2017). Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research & Development, 36(4), 716-729.
Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149-158.
Khansir, A. A., &Dashti, J. G. (2014). The Effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development. English Language Teaching, 7(4), 38.
Kim, D. H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners’ selfefficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136-142.
K
Lam, R. (2014). Can student-generated test materials support learning? Studies in Educational Evaluation, 43, 95-108.
Marwan, A. (2016). Investigating students’ foreign language anxiety. Malaysian Journal of ELT Research, 3(1), 19.
Mills, N. (2014). Self-efficacy in second language acquisition. Multiple perspectives on the self in SLA, 6-22.
Mills, N., Pajares, F., & Herron, C. (2006). A Reevaluation of the Role of Anxiety: Self-Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency. Foreign Language Annals, 39(2), 276-294. http://dx.doi.org/10.1111/j.1944-9720. 2006.tb02266.x
Moafian F., &Ghanizadeh, A. (2009). The relationship between Iranian EFL teachers’ emotional intelligence and their self-efficacy in Language Institutes. System, 37, 708–718.
Ministry of Education (2004). MOE Action Plan for Policy Initiatives for the Next Four Years. Ministry of Education, Republic of China (Taiwan). Retrieved from www.edu. tw/userfiles/url/20120921102842/a931022.doc
Moseley, C., Bonner, E., &Ibey, M. (2016). The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers. European Journal of Science and Mathematics Education, 4(1), 1-16.
Pappamihiel, N.E. (2002). English As A Second Language Students And English Language Anxiety. Issues In The Mainstream Classroom. ProQuest Education Journal, 36(3), 327-355.
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: Relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650.
Rahimi, A. &Abedini, A. (2009). The Interface Between EFL Learners’ Self-efficacy Concerning Listening Comprehension and Listening Proficiency. Novitas-ROYAL, 3(1), 14-28.
Rahimpour, M., & Nariman-jahan, R. (2010). The Influence of Self-Efficacy and Proficiency on EFL Learners’ Writing. Journal of Instructional Technology and Distance Learning, 7(11), 19-32.
Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60.
Sanchez-Elez, M., Pardines, I., Garcia, P., Miñana, G., Roman, S., Sanchez, M., &Risco, J. L. (2014). Enhancing students’ learning process through self-generated tests. Journal of Science Education and Technology, 23(1), 15-25.
Shang, H. F. (2010). Reading Strategy Use, Self-Efficacy and EFL Reading Comprehension. The Asian EFL Journal Quarterly, 12(2), 18-42.
Shilo, G. (2015). Formulating Good Open-Ended Questions in Assessment. Educational Research Quarterly, 38(4), 3-30.
Tilfarlioğlu, F. T., &Ciftci, F. S. (2011). Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study). Theory and Practice in Language Studies, 1(10), 1284-1294. http://dx.doi.org/10.4304/tpls.1.10. 1284-1294
van de Ridder, J. M., Peters, C. M., Stokking, K. M., de Ru, J. A., & ten Cate, O. T. J. (2015). Framing of feedback impacts student’s satisfaction, self-efficacy and performance. Advances in Health Sciences Education, 20(3), 803-816.
Wang, C., & Li, Y. (2010). An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context. The Asian EFL Journal Quarterly, 12(2), 144-162.
Yan, X. (2014). Analysis on Foreign Researches of Foreign Language Learning Anxiety and Language Skills. The Science Education Article Collects, 3, 066.
Yu, F. Y., Chang, Y. L., & Wu, H. L. (2015). The effects of an online student questiongeneration strategy on elementary school student English learning. Research and Practice in Technology Enhanced Learning, 10(1), 24.
Yu, F. Y., & Chen, Y. J. (2014). Effects of student-generated questions as the source of online drill-and-practice activities on learning. British Journal of Educational Technology, 45(2), 316-329.
Yu, F. Y., Tsai, H. C., & Wu, H. L. (2013). Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students’ questiongeneration in a science class. Australasian Journal of Educational Technology, 29(3).
Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147
