Investigating Bandura’s Processes of Observational Learning Implementations from EFL Faculty Perspective at Umm Al-Qura University English Language Centre

Abstract

The present study attempts to investigate the implementations of Bandura’s processes of observational learning from an EFL faculty perspective at Umm Al-Qura University English Language Centre. As a prominent skill-learning theory in psychology and education, Bandura’s social learning theory introduced elemental cognitive stages known as observational learning processes that are necessary for acquiring any skill. Knowledge of these processes provides EFL/ESL teachers with theoretical principles to facilitate teaching and learning the complex skills of the English language. The study aims to identify the EFL faculty awareness level of Bandura’s observational learning processes and assess the extent to which their teaching practices endorse observational learning. Also, to examine the relationship between EFL faculty awareness and practices. The study participants consisted of (41) EFL faculty members during the academic year 2021-2022. The researchers developed a web-based survey to collect the information and used descriptive statistics for analysis. The findings revealed that the faculty members’ overall awareness and practices levels of Bandura’s observational learning are high. However, the results indicated the existence of a misconception regarding the concept of modeling and observation held by some of the faculty members. Also, results indicated a significant relationship at (0.05) level between EFL faculty awareness and practices suggesting the applicability of Bandura’s observational learning in the EFL context. The study provides substantial insights for EFL/ESL teachers and researchers regarding the importance of observational learning in teaching and developing language skills. The research concludes with the need for raising awareness procedures and suggestions for future research.