Investigation of self-efficacy belief levels of high school 11th grade students on English

The aim of the present study is to investigate high school 11th grade students' English self-efficacy beliefs. The population of the research is 2355 students at 18 different types of high schools in Düzce province. In the present study, data related to students' English self-efficacy beliefs were collected through the Self-Efficacy Scale for English developed by Yanar and Bümen (2012) in the spring semester of 2017-2018 academic year. The data collected were analyzed by using SPSS-22 and LISREL 8.80 statistical programs. Through SPSS-22 and LISREL 8.80 statistical programs, Confirmatory Factor Analysis (CFA) was performed to test the construct validity of the Scale of English Self-Efficacy Belief and Chi-square test statistic was used. Additionally, the percentage and frequency values, the mean and standard deviation scores of the items in the scale were calculated, Kolmogorov- Smirnov, Mann-Whitney U Test and Kruskal-Wallis H Test were performed in order to answer the sub-problems of research questions. The findings of the study revealed that high school 11th grade students had a low level of English self efficacy beliefs and significant differences were also observed in the students' English self-efficacy beliefs when all variables (gender, type of school, type of department, time devoted to study English, mother education status, father education status) are concerned. When high school 11th grade students' English self-efficacy beliefsare examined in terms of their gender, a significant difference was found in favor of male students. When considered in terms of high school type, significant differences were also seen in favor of students at Science High school and Anatolian High school. Besides, when department type of students is concerned, significant differences were observed in favor of students enrolled in foreign language department and in cultural courses major departments. In addition to this, when the time devoted to study English is the focus of attention, it was seen that there was a significant difference in favor of students who devote more time to study English. Finally, when 11th grade high school students are examined from the viewpoint of the parental educational attainment variable, it was concluded that there was a significant difference in favor of students whose parents have higher educational attainment.