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

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Published: Apr 15, 2014
DOI: https://doi.org/10.19183/how.21.1.14
Keywords:
Goal setting, listening, metacognition, self-efficacy

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Liliana Ballesteros Muñoz
IED Ciudadela Educativa de Bosa, Bogotá
Silvana Tutistar Jojoa
IED Miguel de Cervantes Saavedra, Bogotá

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
Issue
Vol 21 No 1: (April/September 2014)
Section
Research Reports
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.

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.

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