Factors Affecting English Self-Efficacy According to the CEFR of Students at St Theresa International College, Thailand

Abstract

The objectives of this research were to compare the level of English self-efficacy according to the Common European Framework of Reference for Languages (CEFR) of students, and to study the factors affecting English self-efficacy according to the CEFR of students at St Theresa International College, Thailand. This research is quantitative research. The statistics used in this research were Mean, S.D., t-Test and Multiple Regression Analysis. The results showed that 1) the level of English self-efficacy both overall and in each competency, students from educational and service disciplines, and students from health science disciplines have the same level of English self-efficacy according to the CEFR. 2) Factors affecting English self-efficacy of students according to the CEFR consisted of 3 factors, namely the learning scenario factor (β = 0.517), the learning resources factor (β = 0.429), and the learning tools and technologies factor (β = 0.136), with a predictive efficiency coefficient of 94.50 percent (R² = 0.945). The predictive linear equation of the English self-efficacy of students can be written as ‘English self-efficacy = .031 + 0482 (learning scenario) + .378 (learning resources) + .134 (learning tools and technologies)’.