GENERAL AND LANGUAGE LEARNING SELF EFFICACY BELIEFS OF GERMAN AND ENGLISH FOREIGN LANGUAGE LEARNERS

Abstract

The process of learning a foreign language is complex and various internal and external factors have an impact on students’ academic success in the foreign language classroom. In the context of foreign language learning self efficacy is defined as a person's perception of competence, rather than the actual level of competence, since confidence plays a fundamental role in foreign language learning. A student with a high level of self efficacy tends to put
more work into their studying, has higher levels of confidence and optimism when setbacks are encountered, and is more capable of addressing challenges, leading to an overall enhancement of their participation in learning. The present study aims to highlight the relationship between foreign language learning (German and English) and self efficacy among undergraduate students of nursing, physiotherapy, midwifery, radiologic technology,
and sanitary engineering of the Faculty of Health Studies, University of Mostar and establish if there are any differences in the way German and English learners perceive their general and foreign language self efficacy. The study includes 53 undergraduate students studying at one of five majors and the Faculty of Health Studies in Mostar. Two scales were used in the study, the final version of the German Learning Self Efficacy Belief Scale and the General Self Efficacy Scale. The results reveal that the participants do not differ significantly on the levels for general and foreign language learning self efficacy. Students of the Faculty of Health Studies have moderate levels of general and foreign language learning self efficacy. These findings indicate that students regardless of the foreign language they study need to foster their abilities and perceptions in foreign language learning.