1

INTRODUCTION

Background of the Study

Students can have several difficulties and problems in learning

English. They can make different mistakes in English pronunciation,

grammar, writing, reading, and vocabulary usage. One among many

reasons to regard might be a lack of confidence in anxiety about making

errors in their English language skills. Students who have low self-efficacy

always think they can do it, but afraid to try (Hoffman, 2010). For

instance, education students are often unwilling to teach English because

of their low confidence in their ability to speak English fluently,

insufficient formal training, and lack of appropriate materials (Frote,

Holtby, & Denving, 2011).

According to Goldenberg & Coleman (2010), there arekinds of

mistake a learner typically makes when there is native language

interference in learning and using English or learning academic content

while improving their English proficiency. A learner cannot confidently

speak nor understand English due to a lack of experiences and training.

Others think they may bea lack of the ability to understand and absorb

the context easily. Cheng (2008), also states that normally,students

evaluate their English language skills on how efficient is their ability and

exerted effort.

Upon thorough review by the researchers, they found out that there

are similarly conducted research studies in Taiwan EFL University

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students. Sardegna, Lee, & Kusey (2018), found that EFL University

students in Taiwan with strong self-efficacy tended to usea more positive

attitude to improve their communication skills, such as monitoring their

errors and saying new English words repeatedly, while fewer studies have

been conducted on self-efficacy in the Philippine context. Liem, Lau, & Nie

(2008), examined self-efficacy, learning attitude, and achievement goals in

English language ability with a group of Filipino students. It initiates that

it is a predictor to the student’s English test scores. Furthermore, in a

survey of Masangya & Lozada (2009), these Filipino students with higher

self-efficacy and positive attitude have significantly committed fewer

grammatical errors in their written essays.

In the Philippine setting, several researchers made researches in

different provinces, similar to our study. However, Self-efficacy and

English Language Skills among the Selected Bachelor of Elementary

Education Students of Agusan del Sur State College of Agriculture and

Technology, Trento Campus, Trento, Agusan del Sur was not yet

conducted. Hence, the researchers were eager to conduct this research

study.
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Objectives of the Study

This study determined which domain of Self-efficacy that greatly

affects the English Language Skills among the Selected Bachelor of

Elementary Education Students.

Specifically, this study intended to answer the following objectives:

1. To identify the level of the Self-efficacy among the respondents:

1.1. Belief in personal ability; and

1.2. Belief that ability grows with effort.

2. To identify the levels of English Language Skills among the

respondents:

2.1. Speaking;

2.2. Listening;

2.3. Reading;

2.4. Writing; and

2.5. Grammar and Vocabulary.

3. To determine the significant relationship between Self-efficacy and

English Language Skills among the respondents; and,

4. To determine which domain of Self-Efficacy that greatly affects the

English language skills among the respondents.

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Significance of the Study

The results of the study would be beneficial to the following:

Campus Administrator. As the one who manage the school, this study

can serve as their eye-opener on the status of Self-efficacy and

English language skills among the Respondents. Hence, this study

may help them identify how to improve their quality services and

administration.

Instructors. As the important personnel of the institution, they were the

one who molds the students in the school. This study would help

them to understand students’ needs in Self-efficacy and English

language skills.

Students. As learners, this study gives them awareness on what level

they are in their language and communicative skills and they must

know their weaknesses in learning English as a second language in

English subjects. This study may help the students to perform well

in their academic endeavor.

Future Researchers. As investigators of knowledge, the result of this

study can help them collect essential data that is related to their

study that may lead to a further research study in the future. This

study could help to support their studies and will sort as reference.
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Scope and Delimitation of the Study

The coverage of the study was the first-year, second-year, and third

year Bachelor of Elementary Education students in Agusan del Sur State

College of Agriculture and Technology, Trento Campus, Trento, Agusan

del Sur officially enrolled during the second semester of Academic Year

2018-2019. Fourth-year students were not included in the survey for they

were already done with their English subjects. It intended to determine

the domain of self-efficacy and the learners’ skills in English. This study

focused only on Self-efficacy with two indicators which are Belief in

personal ability and Belief that ability grows with effort developed by

Gaumer & Noonan (2018), which greatly affects the English language

skills with indicators Reading, Writing, Listening, Speaking and Grammar

Vocabulary authored by UNI-English (2015).

Time and Place of the Study

This study was conducted during the second semester of the

Academic Year 2018-2019 at Agusan del Sur State College of Agriculture

and Technology, Trento Campus, Purok 3, Poblacion Trento, Agusan del

Sur. Agusan del Sur State College of Agriculture and Technology, Trento

Campus was formerly known as ASSCAT, Satellite Campus, as a branch

of Agusan del Sur State College of Agriculture and Technology, Main

Campus in Bunawan, Agusan del Sur.

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Operational Definition of Terms

In order to facilitate better understanding of this study, the

following terms are hereby defined operationally:

English Language Skills refer to the ability of an individual of his/her

language and communication skills in using English in terms of

speaking, listening, reading, writing, and grammar and vocabulary.

Selected Bachelor of Elementary Education Studentsrefer to the

selected Bachelor of Elementary Education students as respondents

of the conducted study.

Self-efficacyrefers to the belief an individual has in their abilities,

specifically in their belief in personal ability and belief that ability

grows with effort.

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Conceptual Framework

Independent Variable Dependent Variable

Self-efficacy English Language Skills

 Belief in Personal  Speaking

Ability  Listening
 Belief that Ability  Reading
Grows with Effort  Writing
 Grammar and
Vocabulary

Figure1. Conceptual Framework of the Study

This conceptual framework showed the independent variable and

dependent variables. The independent variable is self-efficacy adopted

from the study of Gaumer and Noonan (2018), having the following

indicators: Belief in personal ability and Belief that ability grows with

effort. Belief in personal abilityrefers to the learners’ basic level of ability

whileBelief that ability grows with effort refers to the learners’ perceptions

to perform at an expected goal.

The dependent variable of the study is English language skills

adopted from the questionnaire of UNI-English (2015), having the

following indicators, namely: Speaking, Listening, Reading, Writing and

Grammar and Vocabulary. Speaking refers to the ability to initiate,

maintain and finish a conversation naturally. Listening refers to the

learners’ who can understand lectures and presentations during class

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discussions. Reading refers to the ability to read complex reports,

articles,and other extended texts easily. Writing refers to the writing range

of styles, and describes processes or events in writing. Lastly, Grammar

and Vocabulary refer to the familiarity of all the tenses in English and the

meaning of words they don’t understand.

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REVIEW OF RELATED LITERATURE

Self-Efficacy

Self-Efficacy was developed by Albert Bandura, his emphasis was

on behavioral change, his proposal was that personal and environmental

elements influence one another, to determine motivation and behavior

(Crothers, Hughes, & Morine, 2011). Self-Efficacy is the belief about the

ability to function and accomplish specific tasks without assistant from

others, to make decisions in them (Bezuidenhout, 2011). In other words,

it is the confidence to achieve goals through personal efforts, persistence

in the face of challenges, and coming out with original solutions.

According to Galla (2014), self-efficacy functions as a self-fulfilling

prophecy.Lunenburg (2011), also states that self-efficacy has influence

over people’s ability to learn, their motivation, and their performance, as

people will often try to learn and achieve only those tasks for which they

believe they will be successful in it.

Self-efficacy beliefs can influence factors, such as motivation and

commitment levels, as well as an individual’s willingness to take on

difficult tasks (Holker, 2010). Students need to believe that by working

hard, they are able to enhance their abilities and potential outcomes.

Belief in Personal Ability

According to Duckworth, & Yeager (2015) a person with abilities

and talents tends to have luck with opportunities. Ability is essential for
 10

success in school and in life. In this research, it’s demonstrating the

impact of students’ mindsets on their resilience in the face of academic

and social challenges. There has been perennial interest in personal

ability that determines success including self-control, grit, growth

mindset, and many others. It attempts to measure such qualities for

educational policy and practice.

Dweck (2012), also states that believing in social attributes can be

developed, can lower adolescents’ aggression or exclusion, and result in

enhanced school performance. Psychological interventions change

students’ mindsets work and what educators can do to develop these

mindsets and create flexibility in educational settings.

Belief that Ability Grows with Effort

Belief that Ability Grows with Effort is a belief that success happens

when you exert effort, and also depends on the individual’s mindset

(Dweck, 2017). According to Bower (2017), when educators approach

teaching and learning with a growth mindset, they enable their students

to grow and become deeper learners. Teachers who have a growth mindset

believe in the potential of every one of their students. They assist each

student to grow as a learner by understanding that with effort and

perseverance, all students can succeed. Students benefit from knowing

they can learn (Bower, 2017).

Kowald (2015), also states that students with a growth mindset

have a higher motivation to seek out challenges and learn from mistakes.
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They understand that just as people get stronger and more agile by

training and working out physically, working out the brain can increase

strength, agility, and most importantly, learning potential.

English Language Skills

English has become a global language and is used to communicate

internationally in areas such as business, science, and information

technology. To be proficient in English, good knowledge of grammar,

vocabulary, and punctuation is needed (Alison, 2019).

According to Lim (2019), thinking of English skills, the 'four skills'

of listening, speaking, reading, and writing readily come to mind. Other

skills such as pronunciation, grammar, vocabulary, and spelling all play a

part in effective English communication. The amount of attention you give

to each skill area will depend on both levels of your learners as well as

their situational needs.

Speaking

Speaking is the ability to produce words in different languages.

Speaking is an important skill that students have to learn and master.

Speaking is to express thought aloud using the voice or talk. It means

that when someone interacts with others by using a language as a mean,

certainly, they want to convey something important (Sari, 2014).

Budiyanto, Sheehy, Kaye, & Rofiah (2018), states that using

minimal response is one of strategies to grow up the language learner

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although they do not have many vocabularies by giving topic or question

to the silent learner which they can answer with using minimal responses

which people can show that they are interesting or no interest in that

topic of speaking or what another speaker is saying.

Listening

According to Malkawi (2010), listening is different from hearing;

listening implies understanding, while the speaker is speaking. Listening

is a passive skill, contrary to that belief is that to decode a message of a

speaker, the listener must actively contribute knowledge from both

linguistic and non-linguistic sources. Malkawi et al., (2010), states that

the view of listening would involve the learner in listening to the message

without paying attention to its component elements.

Cubalit (2014), also confirmed that listening to songs, watching TV

programs, films, and news are common and effective strategies for

teaching and reviewing grammar, vocabulary (including idioms and useful

expressions,pronunciation, culture, and social issues).

Reading

Reading is one of four major language skills that should be learned

and mastered by students. It can help students learn new vocabulary and

grammar. Reading means perceiving a written texting order to understand

its contents. This can be done silently. It is a specific way in which the

readers understand texts, passages, paragraphs even books, and an

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ability to understand and discover the information presented in the form

of written text (Cochran-Smith, & Zeichner, 2009).

According to Swanson, & O'Connor (2009), reading plays a vital role

in enhancing the mind, developing the capacity to focus as well as the

imagination. Reading also requires a full understanding of the texts

written or typed; the pronunciations, syllables, and identifying commas

and periods. Retaining phonological information (i.e., blending sounds

within words, or segmenting multisyllabic words), a task performed

through working memory, is essential to learning to read.

Writing

Writing is constructing words, sentences, or paragraphs as well as

stories, novels, documents, and taking notes. It has a lot of forms and

styles. It is also a hobby, but writing using English as the context may

also drive writers to difficulties in writing (Troester, 2015).

Also, a study of Schnee, (2014), entitled ‘Student Writing

Performance: Identifying the Effects when Combining, Planning, and

Revising Instructional Strategies’ was to identify the impact of teaching

students, to revise their stories on writing production, writing accuracy,

number of critical story elements included in stories, and quality of

writing.
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Grammar and Vocabulary

In the study of Lee, Schallert, & Kim (2015), grammar is imperative

when constructing a sentence. Grammar is a significant predictor of

reading comprehension. Phipps & Borg, (2009), also state that grammar

should be taught in context, and their actual practices that focus on

grammar rules taught insufficiency.

According to Berne, & Blachowicz (2008), vocabulary is learning

new words that are necessary for constructing sentences. Vocabulary

learning is a necessary part of foreign language learning as the meanings

of new words are very often emphasized, whether in books or classrooms.

It is also central to language teaching and is of extreme importance to a

language learner.
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METHODOLOGY

Research Design

This study used a predictive correlational research design to

determine if a predictive relationship exists between Self-efficacy and

English Language Skills among the selected from Bachelor of Elementary

Education students. According to Salkind (2010), correlational predictive

design is used in those cases when there is an interest to identify the

predictive relationship between the predictor and the outcome/criterion

variable. The correlational research design is appropriate for this study

due to the use of two quantitative variables in the prediction of a

relationship (Gall, Gall, & Borg, 2007). This research was designed to

discover the relationship between Self-Efficacy and English language

skills and to determine which domain that greatly affects the Self-efficacy

and English language skills among the Respondents.

Research Respondents

The respondents of the study were the selected Bachelor of

Elementary Education students of Agusan del Sur State College of

Agriculture and Technology, Trento Campus, who were enrolled during

the Academic Year 2018-2019. The researchers have chosen the first

year, second year, and third year Bachelor of Elementary students as the

respondents of their study since they were required in using English as

their second language for future internship and work.

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In selecting the respondents, the researchers used the universal

sampling technique in which 177 of Bachelor of Elementary Education

students were utilized to answer the survey questionnaire.

Research Instrument

A survey questionnaire was used as the major tool in collecting data

from the respondents. The research instruments are the following:

The researchers used an adopted questionnaire from Gaumer, &

Noonan (2018),of Research Collaboration, for the independent variable

which was the Self-efficacy. It consists of two indicators which are belief

in personal ability,and belief that ability grows with effort. A slightly

modified questionnaire from UNI-English (2015), of Curtin University of

Technology was used for the dependent variable which was the English

Language Skills that consists of five indicators which are speaking,

listening, reading writing, and grammar and vocabulary.

The following interpretation scale was used to determine the level of

Self-efficacy and English Language Skills among the Selected Bachelor of

Elementary Education Students:

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Likert Scale and Descriptive rating for Self-efficacy

Scale Interval Verbal Interpretations

Descriptions
This means that students
4 3.50-4.49 Very High were very self-efficient.

This means that students

3 2.50-3.49 High were self-efficient.

This means that students

were moderately self-
2 1.50-2.49 Low
efficient.

1 1.00-1.49 Very Low This means that students

were least self-efficient.

Likert Scale and Descriptive rating for English Language Skills

Scale Interval Verbal Interpretations

Descriptions
This means that students
were very competent with
4 3.50-4.49 Very High
their English Language
Skills.
This means that students
3 2.50-3.49 High were competent with their
English Language Skills.

This means that students

were moderately competent
2 1.50-2.49 Low
with their English Language
Skills.

This means that students

were least competent with
1 1.00-1.49 Very Low
their English Language
Skills.
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Data Gathering Procedure

The researchers secured permission from the Campus

Administrator of Agusan del Sur State College of Agriculture and

Technology, Trento Campus, Trento Agusan del Sur to conduct the study.

The researchers introduced their major purpose, which was to collect the

data through survey. Respondents were requested to answer the

questionnaire honestly.

All the data and information gathered were classified, analyzed,

organized, and later was subjected for discussion and interpretation.

Responses were then interpreted in the independent and dependent

variables using the weighted mean and employing the Likert scale to

interpret the results obtained in the data which answered the objectives.

Statistical Treatment

The data gathered were analyzed and interpreted using the

following statistical tools:

Likert Scale was employed to interpret the data. To identify the level

of Self-Efficacy and the level of English Language Skills, the weighted

mean was used. Pearson Product-Moment Correlation Coefficient was

used to attain the objective 3, which was the significant relationship

between the Self-efficacy and English Language Skills among selected

Bachelor of Elementary Education Students. Multiple Regression Analysis

was employed to determine which domain of Self-efficacy that greatly

affects the learners’ English language skills.

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All subsequent correlation measures have been developed from

Pearson’s equation and are adaptations engineered to control for

violations of the assumptions that must be met to use Pearson’s equation

(Sousa, Zauszniewski, & Ala’a, 2010).Pearson’s r measures the strength,

direction, and probability of the linear association between two interval or

ratio variables.

Pearson R

Correlational Coefficient Descriptive Interpretation

0.0= |r| Always negligible
0.0<|r|< 0.2 Very weak correlation
0.2<|r|<0.4 Weak correlation
0.4<|r|<0.6 Moderately strong correlation
0.6<|r|<0.8 Strong correlation
0.8<|r|<1.0 Very strong correlation
|r|<1.0 Perfect correlation
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RESULTS AND DISCUSSION

Level of Self-Efficacy among the Respondents

Table 1 shows the level of Self-Efficacy among the selected Bachelor

of Elementary Education students in Agusan del Sur State College of

Agriculture and Technology, Trento Campus. In particular, belief in

personal ability got the lowest weighted mean of 3.29 though still

described as high with a standard deviation of 0.35. This means that

respondents were self-efficient students. Belief that ability grows with

effort obtained the highest weighted mean of 3.50 described as very high

with a standard deviation of 0.40. This also means that respondents were

self-efficient students.

As shown in the table, the overall mean of Self-Efficacy obtained

3.40 described as high with a standard deviation of 0.33. This implies

that respondents were self-efficient students.

According to Akin (2008), learners who have high self-efficacy

generally attribute their failure to low effort rather than low ability,

whereas learners who have low self-efficacy attribute their failure to low

ability. Mayer (2011), also states that when individual gains or maintains

self-efficacy through the experience of success—however small—they

generally get a boost in motivation to continue learning and making

progress.
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Table 1. Level of Self-efficacy among the Respondents

Self-efficacy Standard Mean Verbal Description

Deviation
Belief in personal
0.35 3.29 High
ability
Belief that ability
0.40 3.50 Very high
grows with effort
Overall mean 0.33 3.40 High

Level of English Language Skills among the Respondents

Table 2 shows the level of English Language Skills among selected

Bachelor of Elementary Education students. As shown, Grammar and

vocabulary obtained the lowest weighted mean of 2.74 described as high

and standard deviation of 0.47. Second, writing got the weighted mean of

2.87 described as high and a standard deviation of 0.46. Third, reading

got the weighted mean of 2.93 described as high with a standard

deviation of 0.47. Fourth, speaking got the weighted mean of 2.96

described as high and a standard deviation of 0.31. Listening obtained the

highest weighted mean of 3.02 described as high and a standard deviation

of 0.42. This means that all of the English language skills of students

were competent.

As shown, the overall mean of English Language Skills obtained

2.91 described as high with a standard deviation of 0.34. This implies

that students were competent on English language skills.

According to Parkay, Stanford, & Gougeon, (2010), everybody

listened before speaking, reading, or writing. Even most visual and

kinesthetic students have a learning history that began with listening.

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Even infants first exposure to language is by listening. Other skills may

be improved and developed depending on the exposure and attentive

listening of students.

Table 2. Level of English Language Skills among the Respondents

English Standard
Mean Verbal Description
Language Skills Deviation
Speaking 0.31 2.96 High
Listening 0.42 3.02 High
Reading 0.47 2.93 High
Writing 0.46 2.87 High
Grammar and
0.47 2.74 High
Vocabulary
Overall mean 0.34 2.91 High

Significant Relationship between Self-Efficacy and English Language

Skills among the Respondents

Table 3 presents the significant relationship between Self-efficacy

and English Language Skills among the selected Bachelor of Elementary

Education students in Agusan del Sur State College of Agriculture and

Technology, Trento Campus.

As depicted in the table, the overall of Self-efficacy and English

language skills has a significant relationship provided with a p-value of

0.000 which is lesser than the level of significance (a=0.01). The results

further revealed the correlation rating of Self-efficacy and English

language skills with an r-value of 0.347, indicates a strong correlation.

Moreover, the results of the analysis imply that the Pearson coefficient (r -

value) indicates that as the level of Self-Efficacy increases or decreases,

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the level of English Language Skills also increases or decreases, and vice

versa.

Belief in personal ability was correlated to all factors of English

Language Skills namely Speaking, Listening, Reading, Writing, Grammar

and vocabulary, which was all significant that all p-values were lesser

than the level of significance (a=0.01). This implies that as the level of

Belief in personal ability increases or decreases, the level of English

Language Skills that was Speaking, Listening, Reading, Writing, Grammar

and vocabulary also increases or decreases, and vice versa.

Belief that ability grows with effort was correlated to English

language skills in particular of Speaking and Listening which was

significant with p-values lesser than the level of significance (a=0.01).

This implies that as the level of Belief that ability grows with effort

increases or decreases, the level of English Language Skills that was

Speaking and Listening also increases or decreases, and vice versa. But

Belief that ability grows with effort does not correlate with Reading,

Writing, and Grammar and vocabulary which was not significant with p-

values greater than the level of significance (a=0.05). This implies that an

increase in the level of Belief that ability grows with effort was not

associated with Reading, Writing, and Grammar and vocabulary.

The overall of Self-efficacy was correlated to English language skills

that are Speaking, Listening, Reading, Writing, and Grammar and

vocabulary which was significant with p-values lesser than the level of

significance (a=0.01). This implies that as the level of Self-efficacy

 24

increases, so their level of English Language Skills that was Speaking,

Listening, Reading, and Grammar and vocabulary also increases. But

overall of Self-efficacy does not correlate with Writing which was not

significant with p-values greater than the level of significance (a=0.05).

This implies that an increase in the level of Self-efficacy was not

associated with Grammar and vocabulary.

This study was supported by Saglam, & Arslan (2018), students can

also evaluate their self-efficacy toward language skills. They may try to

strengthen their skills with various activities and reinforcements by

focusing on the skills they lack. It is very important for the learners to

know their proficiency in language skills, to prepare activities, to increase

their self-efficacy, or to give more importance to the activities that are

achieved when they are studying English.

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Table 3. Significant relationship between Self-efficacy and English

Language Skills among the Respondents.

Independent Dependent r-value p-value Remarks

Speaking 0.448** 0.000 Significant
Listening 0.516** 0.000 Significant
Belief in
Reading 0.402** 0.000 Significant
Personal
Writing 0.250** 0.001 Significant
Ability
Grammar and
0.326** 0.000 Significant
vocabulary

Speaking 0.225** 0.003 Significant

Listening 0.305** 0.000 Significant
Belief that
Reading 0.120 0.110 Not Significant
Ability Grows
Writing -0.006 0.942 Not Significant
with Effort
Grammar and
0.031 0.681 Not Significant
vocabulary

Speaking 0.373** 0.000 Significant

Listening 0.458** 0.000 Significant
Reading 0.286** 0.000 Significant
Overall Writing 0.129 0.088 Not Significant
Grammar and
0.191* 0.011 Significant
vocabulary
Overall 0.347** 0.000 Significant
 26

Multiple Regression Analysis in determining the domain of Self-

efficacy that greatly affects the English Language Skills
among the Respondents

Results of the multiple regression analysis in Table 4 revealed that

standard coefficients of belief in personal ability were found to be

significant with a t-value of 7.0921 and a p-value of 0.000 associated

probabilities less than the significance level set at 0.05. The findings

indicate that for every unit that increases in belief in personal ability

could generate 0.560. Hence, belief in personal ability was good to predict

the English language skills of the respondents.

This implies that among the indicators of Self-efficacy, the belief in

personal ability was the better predictor. The study is aligned to the study

of Yeager (2012), students who believe (or are taught) that personal

abilities are qualities that can be developed (as opposed to qualities that

are fixed) tend to predict higher achievement across challenging English

activities in school and greater subject completion rates in English

subjects.

Table 4. Domain of Self-Efficacy that greatly affects the English Language

Skills among the Respondents

Dependent Independent Standardized t- p-

Remarks
Variable Variable Coefficients value value
Belief in
personal 0.560 7.091 .000 Significant
English
ability
Language
Belief that
Skills Not
ability grows -0.152 -1.926 .056
Significant
with effort
 27

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The study was entitled Self-efficacy and English Language Skills

among the selected Bachelor of Elementary Education students of Agusan

del Sur State College of Agriculture and Technology, Trento Campus

during the second semester of Academic Year. 2018-2019... The study

was conducted to identify the level of Self-Efficacy in terms of belief in

personal ability and belief that ability grows with effort and the level of

English Language Skills in speaking, listening, reading, writing, and,

grammar and vocabulary. It also determines the significant relationship

between Self-efficacy and English Language Skills. It further aimed to

determine which domain of Self-efficacy that greatly affects the English

Language Skills among the Respondents.

The study used predictive correlational design. The researchers had

chosen the respondents among the selected Bachelor of Elementary

Education students in Agusan del Sur State College of Agriculture and

Technology, Trento Campus to answer the researchers’ adopted and

slightly modified questionnaires and used as their gathering tool that was

developed by Gaumer and Noonan (2018), for the Self-efficacy and English

Language Skills by UNI-English (2015).

Appropriate, statistical tools were used after gathering the data

from the respondents. Interpreting the result, the Likert Scale was used.

To identify the level of Self-Efficacy and the level of English Language

 28

Skills, the weighted mean was used. Pearson r was used to answer

problem 3 which was the significant relationship between the Self-efficacy

and English Language Skills among the respondents. Multiple Regression

Analysis was used to determine which domain of Self-Efficacy that greatly

affects English Language Skills.

The results revealed that the level of Self-Efficacy with an overall

mean of 3.40 described as high. Also, it was revealed that the level of

English Language Skills was described as high with an overall mean of

2.91. It further revealed that there was a significant relationship between

Self-Efficacy and English Language Skills. Among the indicators of Self-

efficacy belief in personal ability was the better predictor.

Conclusions

Based on the findings of the study, the following conclusions were

drawn: First, the respondents were self-efficient students. Second, the

respondents were competent in English language skills. The analysis

imply that the Pearson coefficient indicates that as the level of Self-

efficacy increases or decreases, the level of English language skills also

increases or decreases and vice versa. Among the indicators of Self-

efficacy belief in personal ability was the better predictor. Self-Efficacy

belief in personal ability greatly affects the English Language Skills among

the selected Bachelor of Elementary Education Students.

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Recommendations

Based on the results of the study the following are recommended:

The administrator may provide training that intends to develop the

students’ self-efficacy and English language skills among instructors.

Instructors may provide instructions or English learning strategies and

techniques to enhance the English language skills among students

especially in improving their weaknesses in grammar and vocabulary. In

addition, instructors may build up and motivate students to believe in

their abilities. Students may practice English language skills and boost

their beliefs in their abilities. Moreover, further studies may be conducted

by future researchers, the results must serve as their guide and reference

for further future studies.

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REFERENCES

Akin, A. (2008). Self-efficacy, achievement goals, and depression,

anxiety,and stress: a structural equation modeling. World applied
sciencesjournal, 3(5), 725-732.

Alison, L. (2019) English Language, Grammar & Writing Skills Learning

Path. Online English language skills, 11(6), 40-54.

Berne, J. I., &Blachowicz, C. L. (2008). What reading teachers say about

vocabulary instruction: Voices from the classroom. The Reading
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 34

APPENDICES
35
36
 37

Survey Questionnaire

Self-Efficacy

Name:_____________________________ Year & Section:____________

Dear Students please answer honestly the questions. Put check the space
provided that corresponds to your choice.

4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree

Belief in Personal Ability 4 3 2 1

Learn what is being taught in class this
year.
Figure out anything if I try hard
enough.
Practiced every day, I could develop
just about any skill.
Decided to accomplish something
that’s important to me, I keep trying to
accomplish it, even if it is harder than I
thought.
Confident that I will achieve the goals
that I set for myself
Struggling to accomplish something
difficult, I focus on my progress instead
of feeling discouraged.
Succeed in whatever career path I
choose.
Succeed in whatever college major I
choose.
Belief that Ability Grows with Effort
I believe hard work pays off.
Ability grows with effort.
Believe that the brain can be developed
like a muscle.
Think that no matter who you are, you
can significantly change your level of
talent.
Change my basic level of ability
considerably.
 38

English Language Skills

Name: ____________________________________________
Year & Section: __________________

Dear Students please answer honestly the questions. Put check the space
provided that corresponds to your choice.
4 - Always 3 – Often 2 – Sometimes 1 – Never

Speaking 4 3 2 1
I participate in a conversation in a group
of people on familiar topics
I initiate, maintain and finish a
conversation naturally
I speak without hesitating for longer than
feels natural to me
I describe processes or events in some
detail
I give my opinions in study contexts such
as tutorials
I make formal presentations in English if
I have time to prepare
I summarize stories or news items
I participate in discussions or debates on
hypothetical issues
I monitor my own errors when I’m
speaking
Most people can understand my
pronunciation
Speaking: I would like to improve:

Listening
I understand informal conversations
about familiar topics
I understand lectures and presentations
if they are clearly delivered
I follow discussions in tutorial or study
groups
I usually understand spoken language
without asking for repetition
I understand TV news and current affairs
programs
I usually follow the main points in
discussions and debates
I guess unknown words from the context
in which they are spoken
I usually realize when someone is joking
or being ironic
 39

Listening: I would like to improve:

Reading
I understand the main points in
newspaper articles
I understand lecture notes on
WebCT/Blackboard or handouts
I understand the main points in my
course reading texts
I understand most general texts in detail
if I read them slowly
I find information I need in a general text
quickly and easily
I read complex reports, articles and other
extended texts easily
I understand the implicit meaning of a
text, and recognize irony
Reading: I would like to improve:

Writing
I write summaries from articles in my
discipline area
I know how to take notes in lectures
I describe processes or events in writing
I express my own opinions clearly on a
range of topics
I present arguments in a systematic way
in an easy
I write an extended report
I understand the concept of ‘referencing’
as it applies
I am confident that I can avoid
plagiarizing other texts when I write
I write in a range of styles according to
the audience and purpose
Writing: I would like to improve:

Grammar and Vocabulary

I am familiar with all the tenses in
English and understand their use
I use plural forms, possessives and verb
endings correctly
I use the articles ‘a’ and ‘the’ correctly
most of the time
I create complex sentences
 40

Most of my written sentences are

grammatically correct
In newspaper articles, I can understand
most words in a paragraph
I usually guess the meaning of words I
don’t understand
I usually think of the word I want to say,
or find a similar alternative
I feel confident about my grammar and
vocabulary
Grammar and vocabulary: I would like to improve:
 41

Summary of Results

Self-Efficacy

Belief in Personal Ability Mean Description

Learn what is being taught in class this 3.31 High

year.
Figure out anything if I try hard enough. 3.16 High
Practiced every day, I could develop just 3.31 High
about any skill.
Decided to accomplish something that’s 3.36 High
important to me, I keep trying to
accomplish it, even if it is harder than I
thought.
Confident that I will achieve the goals 3.42 High
that I set for myself
Struggling to accomplish something 3.23 High
difficult, I focus on my progress instead
of feeling discouraged.
Succeed in whatever career path I 3.35 High
choose.
Succeed in whatever college major I 3.23 High
choose.
Overall mean 3.29 High

Belief that Ability Grows with Effort

I believe hard work pays off. 3.64 Very High

Ability grows with effort. 3.65 Very High

Believe that the brain can be developed 3.50 Very High

like a muscle.
Think that no matter who you are, you 3.47 High
can significantly change your level of
talent.
Change my basic level of ability 3,24 High
considerably.
Overall mean 3.50 Very High
 42

English Language Skills

Mean Description
Speaking

I participate in a conversation in a group 3.08 High

of people on familiar topics
I initiate, maintain and finish a 2.95 High
conversation naturally
I speak without hesitating for longer than 2.78 High
feels natural to me
I describe processes or events in some 2.85 High
detail
I give my opinions in study contexts such 2.75 High
as tutorials
I make formal presentations in English if 2.94 High
I have time to prepare
I summarize stories or news items 2.78 High
I participate in discussions or debates on 2.62 High
hypothetical issues
I monitor my own errors when I’m 3.05 High
speaking
Most people can understand my 2.90 High
pronunciation
Overall mean 2.96 High

Listening

I understand informal conversations 3.12 High

about familiar topics
I understand lectures and presentations 3.46 High
if they are clearly delivered
I follow discussions in tutorial or study 3.06 High
groups
I usually understand spoken language 2.71 High
without asking for repetition
I understand TV news and current affairs 3.27 High
programs
I usually follow the main points in 3.01 High
discussions and debates
I guess unknown words from the context 2.76 High
in which they are spoken
I usually realize when someone is joking 2.97 High
or being ironic
Overall mean 3.04 High
 43

Reading

I understand the main points in 2.92 High

newspaper articles
I understand lecture notes on 3.00 High
WebCT/Blackboard or handouts
I understand the main points in my 2.99 High
course reading texts
I understand most general texts in detail 3.23 High
if I read them slowly
I find information I need in a general text 2.86 High
quickly and easily
I read complex reports, articles and other 2.73 High
extended texts easily
I understand the implicit meaning of a 2.77 High
text, and recognize irony
Overall mean 2.93 High

Writing

I write summaries from articles in my 2.74 High

discipline area
I know how to take notes in lectures 3.37 High
I describe processes or events in writing 2.98 High
I express my own opinions clearly on a 2.90 High
range of topics
I present arguments in a systematic way 2.68 High
in an easy
I write an extended report 2.72 High
I understand the concept of ‘referencing’ 2.79 High
as it applies
I am confident that I can avoid 2.81 High
plagiarizing other texts when I write
I write in a range of styles according to 2.88 High
the audience and purpose
Overall mean 2.87 High

Grammar and Vocabulary

I am familiar with all the tenses in 2.68 High

English and understand their use
I use plural forms, possessives and verb 2.73 High
endings correctly
I use the articles ‘a’ and ‘the’ correctly 2.82 High
most of the time
I create complex sentences 2.60 High
 44

Most of my written sentences are 2.64 High

grammatically correct
In newspaper articles, I can understand 2.82 High
most words in a paragraph
I usually guess the meaning of words I 2.80 High
don’t understand
I usually think of the word I want to say, 2.93 High
or find a similar alternative
I feel confident about my grammar and 2.66 High
vocabulary
Overall mean 2.74 High
 45

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Centennith F.Mordeno

Date of Birth : June 12, 1998

Place of Birth : Trento Agusan del Sur

Address : P-4, Poblacion, Trento,

Agusan del Sur

Civil Status : Single

Gender : Female

Name of Father : Mr. Florencio C. Mordeno

Name of Mother : Mrs. Gleceria F. Mordeno

Brothers : Flory Boy

Sisters : Cheryl Von and Baby Jean

EDUCATIONAL ATTAINMENT

Elementary : Trento, Central Elementary School

Secondary : Trento, National High School

Tertiary : Agusan del Sur State College of Agriculture and

Techology

Degree : Bachelor of Elementary Education (BEED)

 46

Trainings and Seminars Attended

: Pre-Employment

: Efficiency at Work
 47

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : Alexis M. Ramos

Date of Birth : June 03, 1999

Place of Birth : Bunawan, Agusan del Sur

Address : P-2, Poblacion, Trento,

Agusan del Sur

Civil Status : Single

Gender : Female

Name of Father : Mr. Omar C. Ramos

Name of Mother : Mrs. Gretchen M. Ramos

Brothers : Francisco

Sisters : Anne Margaret and Alecia

EDUCATIONAL ATTAINMENT

Elementary : Trento, Central Elementary School

Secondary : Father Saturnino Urios College of Trento Incorporated

Tertiary : Agusan del Sur State College ofAgriculture and

Techology

Degree : Bachelor of Elementary Education (BEED)

 48

Trainings and Seminars Attended

: Pre-Employment

: Efficiency at Work