FACTORS AFFECTING STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH

Abstract

This study aimed to identify and investigate the factors that influenced students’ self-efficacy in
learning English. The participants were 52 English-majored sophomores at Tay Do University. Utilizing a
two-phase approach, combining a questionnaire with follow-up interviews, the research revealed four key
factors: academic experiences, teacher support, family support and peer interactions. While the students’
perspectives on these factors were diverse, most of them recognized both positive and negative influences.
The findings of this study offered valuable insights for enhancing English language teaching and learning