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

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Liliana Ballesteros Muñoz
Silvana Tutistar Jojoa


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.

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How to Cite
Ballesteros MuñozL., & Tutistar JojoaS. (2014). How Setting Goals Enhances Learners’ Self-Efficacy Beliefs in Listening Comprehension. HOW Journal, 21(1), 42-61.
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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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