The relationship between proficiency and self-efficacy beliefs of the University of Botswana students learning ESL

Abstract

A body of literature exists that shows that self-efficacy beliefs are important in learning. Moreover, this literature contains findings from research conducted in a number of disciplines and places which indicate that there is a relationship between proficiency, gender and self-efficacy beliefs. Despite these important findings, little self-efficacy research has been conducted in the English as a second language (ESL) area. Moreover, to my knowledge, self-efficacy research has not been extensively done in Botswana particularly in the ESL area of learning. Self-efficacy beliefs have been found to influence learning by social cognitive psychology research. For instance, individuals have been found to develop certain beliefs about how they can cope with certain tasks in specific situations (Bandura, 1977, 1986, 1989a, 1989b; Bandura & Schunk, 1981). According to Bandura’s (1986) social cognitive theory, the manner in which individuals judge their capability to perform tasks, or their self-efficacy beliefs, foretell their potential to accomplish such tasks. Bandura (1986: 391) defines self-efficacy beliefs as “people’s judgement of their capabilities to organize and execute courses of action required to attain designated types of performances”. A study of self-efficacy beliefs in language learning is essential in Botswana because its findings can be utilized to assist students particularly at the University of Botswana (UB) where the research reported in this article took place. UB students have been found to perform badly in English language learning. According to Chimbganda (2000) the first year students he investigated at UB were not able to perform even basic writing skills in English, especially in Science. In fact, he went on to suggest that first year students lack a ‘general education’ that gives them the necessary preparation to enable them to read and write in English at an acceptable level. Consequently, in an attempt to tackle these English language problems the Communication and Study Skills Unit (CSSU) was established at UB in 2000 in order to offer and co-ordinate English for Academic Purpose (EAP) and English for Specific Purpose (ESP) courses in a more organized manner. In addition, optional Communication and Study Skills courses began to be