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Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and Suggestions For Further Studies
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and Suggestions For Further Studies
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and Suggestions For Further Studies
CHAPTER FOUR
Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies
150
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 151
mean of the sample (see Table 4-1). According to this result, Iraqi EFL
university students' speaking self-efficacy is low.
Table 4-1
One Sample t-test for Students' Speaking Self-Efficacy
Sig.
No. of Mean T- Value df
Level
SD
Sample
Arithmetic Theoretical Computed Critical
249 0.05
250 73.400 105 18.610 -26.848 1.960
Table 4-2
One Sample t-test for Students' Writing Self-Efficacy
Sig
Mean T- Value df level
No. of
SD
Sample
Arithmetic Theoretical Computed Critical
249 0.05
250 86.928 96 19.190 -7.475 1.960
Table 4-3 shows that the mean score of the whole sample is 9.6280
with a standard deviation of 2.2958. The computed t- test value which
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 153
Table 4-4 shows that the mean score of the whole sample is
10.2720 with a standard deviation of 2.13359. The computed t-test
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 154
Table 4-5
Pearson Correlation between Self-efficacy and Speaking
Performance
Pearson Level of
Df No. of Students
Correlation Significant
0.106 0.05 249 250
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 155
Table 4-6
Pearson Correlation between Self-efficacy and Writing Performance
Pearson Level of
Df No of Students
Correlation Significant
0.185 0.05 249 250
Some major causations may account for the above two results:
1- Throughout the language learning-teaching cycle , Iraqi EFL university
curriculum and/or teaching methods followed by the college instructors:
- could not have exposed their students to language (speaking and
writing) situations, in the near past, where they can grow the ability to
successfully express agreement or disagreement , join conversations on
familiar topics, correctly use the parts of speech, use wide range of
vocabulary or produce a well-organized, well-sequenced or coherent
speech or piece of writing. This pertains to a major component of self-
efficacy which is mastery experiences. It is the most significant source of
efficacy;
- could not have supported their students with enough encouragement,
guidance and positive suggestions when involved in spoken or written
language performance tasks. It could assist in correcting performance in
areas in need of improvement, or producing unsuccessful results. It
pertains to social persuasion which is another important aspect of self-
efficacy;
- could not have exposed their students to thorough spoken or written
language situations where they could make observations of live or taped
social models engaged in behaviours that they are afraid of or thought
they could not perform;
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 158
d. within the scope of their limited language experience, the students can
understand simple questions and statements if delivered with slow-
pace speech or paraphrase.
The reasons for this result may vary. Yet, it is still possible to
identify the most frequent causes.
-Iraqi EFL university students may not have been possibly encouraged to
speak in their language classes by the curriculum , the method of teaching
and or the teaching techniques followed by their teachers may not have
met the students demand, for better performance. Speaking may not have
been considered too important a skill. In their lessons, the emphasis could
be presumably placed on accuracy of linguistic forms. Accordingly, their
idea of a language lesson may therefore comprise reading and doing
written exercises that practise grammar.
-It is also possible that the classes students attended may have been very
large. As a consequence , the students’ chance to speak may have been
very limited.
-Personal traits may constitute another reason. A number of students are
rather introverted in their nature; they are not used to expressing
themselves in front of others. They do not enjoy being the centre of
attention. That is why speaking may have been a problem for them.
-There could be some linguistic factors limiting speaking such as
difficulties in the phonetics and phonology of the target language (TL),
poor knowledge of grammatical patterns or low awareness of cultural
background and social conventions that are necessary for processing
meaning in the TL.
4- Most of Iraqi EFL college students have low level in writing skill
performance and they cannot write efficiently and successfully. They do
not have enough abilities to perform academic assignment in writing
skill. Indicators may include:
b. they cannot complete the idea .Their writing do not reflect careful
thinking. Besides, they approach the tasks hurriedly and do not excel
in area of content.
4.4 Conclusions
4.5 Recommendations
3. EFL college students ought to learn and practice some of the most
common strategies for reducing unwanted emotional and
physiological arousal. These strategies may include relaxation,
breathing strategies, and meditation to overcome negative emotional
arousals students sometimes face and often lead to fear, and cause
them doubt their competency. Therefore, reducing unwanted
emotional arousal, especially anxiety during attempts to perform a
task, increases self- efficacy.
4. It is beneficial for EFL college students to observe the successes of
peers to help enhance their confidence in their own abilities to
succeed. Seeing peer students succeed by sustained effort raises
observers' beliefs that they too possess the capabilities to master
comparable activities. The impact of modeling on perceived self-
efficacy is strongly influenced by perceived similarity to the models.
5. EFL college departments have to provide suitable social learning
models for their students in order to support their students’ vicarious
experiences. It is critical that the models to be provided are related to
students. The more students are related to the models being observed,
the more likely the models’ performance would have a deeper impact
on them. Many self-efficacy beliefs are developed by learning from
other student’s experiences. Observing others perform successfully
can improve students’ beliefs in their own capabilities to perform in
similar way, and help encourage persistence in their own efforts.
6. EFL college departments need to pay more attention to providing
encouragement, guidance and positive suggestions for the students in
learning. This can be done at class level by their teachers, or on a
larger level utilizing public means as college journals, celebrations,
and rallies.
Chapter Four: Data Analysis, Results, Conclusions, Recommendations, and
Suggestions for Further Studies 166