The development of EFL learners’ self-efficacy in technology use environments

Repository record updated on:

July 18, 2026, 1:05 p.m.

Database record updated on:

Sept. 29, 2026, 10:27 p.m.

Last Harvested on:

Sept. 29, 2026, 10:27 p.m.

access-status:

open.access

bitstream:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/0e3e3eb5-ed46-48ec-8158-b07629b3121f/download', '30_01_10125-73702.pdf']]

bitstream_txt:

[['https://scholarspace.manoa.hawaii.edu/bitstreams/16b15dfd-1d7c-460e-a535-825c3fe167ed/download', 'full_text']]

collection:

Volume 30 Number 1, 2026

contributor.author:

Li, Xuelian Yang, Manzhen

date.accessioned:

2026-07-18T03:04:08Z

date.available:

2026-07-18T03:04:08Z

date.copyright:

2026

date.issued:

2026-07-20

description.abstract:

Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.

endingpage:

17

format.extent:

17

identifier.citation:

Li, X. L., & Yang, M. Z. (2026). The development of EFL learners’ self-efficacy in technology use environments. Language Learning & Technology, 30(1), 1–17. https://doi.org/10.64152/10125/73702

identifier.doi:

https://doi.org/10.64152/10125/73702

identifier.issn:

1094-3501

identifier.uri:

https://hdl.handle.net/10125/73702

language:

eng

number:

1

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Center for Language & Technology

rights.license:

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

rights.uri:

https://creativecommons.org/licenses/by-nc-nd/4.0/

site_url:

/item/10125-73702/

startingpage:

1

subject:

technology use, self-efficacy, four sources, metacognitive dimensions of mastery experiences, cognitive dimensions of mastery experiences

title:

The development of EFL learners’ self-efficacy in technology use environments

type:

Article Text

volume:

30