How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension

Main Article Content

Liliana Ballesteros Muñoz
Silvana Tutistar Jojoa

Abstract

This article outlines a study that explores the relationship between SMART goal setting (Specific, Measurable, Attainable, Relevant, and Time-based) and learning English in Colombia concerning a foreign language learners’ self-efficacy beliefs in listening. The participants were seventh and ninth grade students of two schools in Bogotá, Colombia. The results revealed that self-efficacy was highly positive when related to goal setting as students were able to set SMART goals to improve their listening comprehension and learners showed improvement in self-efficacy beliefs and felt more motivated while completing listening tasks related to songs. Furthermore this study shows that goal setting training can be incorporated successfully into the English as a foreign language classroom.

Article Details

How to Cite
Ballesteros Muñoz, L., & Tutistar Jojoa, S. (2014). How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension. HOW Journal, 21(1), 42-61. https://doi.org/10.19183/how.21.1.14
Section
Research Reports
Author Biographies

Liliana Ballesteros Muñoz, IED Ciudadela Educativa de Bosa, Bogotá

Liliana Ballesteros Muñoz holds an M.A. in English Language Teaching for Self-directed Learning from Universidad de La Sabana (Colombia), a TESOL Diploma from Anaheim University (USA), a Specialist degree in Foreign Language Teaching and a BA in Spanish and English from Universidad Pedagógica, Colombia.

Silvana Tutistar Jojoa, IED Miguel de Cervantes Saavedra, Bogotá

Silvana Tutistar Jojoa holds an M.A. in English Language Teaching for Self-directed Learning from Universidad de La Sabana (Colombia), a TESOL Diploma from Anaheim University (USA), a BA in Modern Languages and a Specialist degree in Translation Spanish-English from Universidad de Nariño, Colombia.

References

Anderson, N. J. (2002, April). The role of metacognition in second language teaching and learning. ERIC Digest. Retrieved from http://www.cal.org/resources/digest/digest_pdfs/0110_Anderson.pdf.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Barca-Lozano, A., Almeida, L. S., Porto-Rioboo, A. M., Peralbo-Uzquiano, M., & Brenlla-Blanco, J. C. (2012). Motivación escolar y rendimiento: impacto de metas académicas, de estrategias de aprendizaje y autoeficacia [Motivation and school performance: The impact of academic goals, learning strategies, and self-efficacy]. Anales de Psicología, 28(3), 848-859. http://dx.doi.org/10.6018/analesps.28.3.156101.

Carmona, H. (2011, June 14). English opens doors to future [Web log post]. Retrieved from http://hectorenglish123.blogspot.com/2011/06/importance-of-using-songs-while.html.

Chamot, A. U., & O’Malley, J. M. (1994). The CALLA Handbook: Implementing the cognitive academic language learning approach. White Plains, NY: Longman.

Graybeal, L. (n.d.). How to set goals for ESL (English as a second language) classes. ESL Teachers Board. Retrieved from http://www.eslteachersboard.com/cgi-bin/articles/index.pl?read=5006.

Griffee, D. T., & Templin, S. A. (1997). Goal setting affects task performance. In B. Visgatis (Ed.), Proceedings of the JALT 1997 International Conference on Language Teaching and Learning, (pp. 21-26). Retrieved from http://jalt-publications.org/archive/proceedings/previous/jalt97.pdf#page=29.

Jackson, S. F. (1999). Teaching short-term and long-term goal-setting to ESL students. North East, PA: The Pennsylvania Action Research Network.

Koda-Dallow, T., & Hobbs, M. (2005). Personal goal-setting and autonomy in language learning. Proceedings of the Independent Learning Association Conference Inaugural, Auckland, New Zealand.

Locke, E. A, & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall.

Locke, E. A, & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. http://dx.doi.org/10.1037/0003-066X.57.9.705.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Canada: Heinle Cengage Learning.

Rubin, J. (1994). A review of second language listening comprehension research. Modern Language Journal, 78(2), 199-221. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02034.x.

Skye, J. (2000). A study of goal setting for language acquisition in the ESL classroom. The Korea TESOL Journal, 3(1), 77-86.

Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3). http://dx.doi.org/10.1093/elt/53.3.168.