Learning to Learn Attitude, Self-Efficacy and Communication: Exploring the Triad
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Learner's self-efficacy beliefs and learning to learn attitude on English language are of paramount importance in education. The paper aims at offering an analysis of the literature related to concepts of self-efficacy, a central component of social cognitive theory, in the area of communication by focusing on the various factors affecting learners’ self-efficacy: attitude, motivation, behaviour, anxiety, self-belief, intention, pedagogy, and involvement and teacher efficacy. Learning to learn attitude is viewed as an ability to pursue and persist in learning, to organise one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. This competence means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. (European Parliament and of the Council, 2006). Self-efficacy is defined as a situation-specific form of selfconfidence or as the belief that one is competent to do whatever is necessary in a specific situation (Bandura, 1977b, 1982, 1986). Self-efficacy questions in English as Second Language (ESL) are often representative of each of the four language domains: speaking, reading, writing, and listening. Communication skills increase the self-efficacy beliefs. Thus, the paper aims to review the concepts of self-efficacy in the area of communication, identify the factors affecting learner's communication efficacy and reflect on the teaching and learning strategies that focus on this promotion of self-efficacy.
Language, Communication, Relationship, Learning.