Self-Efficacy and English Language Acquisition among Wenzhou University Students

Abstract

This study investigates the relationship between self-efficacy and English language acquisition among university students in Wenzhou, China, addressing gaps in existing research on how self-beliefs influence academic performance in second language learning. Using a quantitative approach, 200 participants from seven local universities completed questionnaires assessing their self-efficacy, language ability (measured by CET-4/CET-6 scores), and sources of self-efficacy (e.g., mastery experiences, verbal persuasion). Results revealed significant gender differences in self-efficacy, with female students reporting higher confidence, though no gender disparity was found in actual language ability. Academic major (Humanities/Social Sciences vs. Natural Sciences) showed no significant impact on self-efficacy or language proficiency. A strong positive correlation (r = 0.706, p < 0.001) emerged between self-efficacy and language ability, highlighting the pivotal role of self-belief in academic success. Additionally, all hypothesized sources of self-efficacy (e.g., vicarious learning, emotional state) correlated positively with language outcomes. Limitations include sample representativeness and reliance on self-report measures. The findings suggest that fostering self-efficacy through targeted interventions—such as modeling success, constructive feedback, and supportive learning environments—could enhance English language acquisition. This study contributes to the discourse on motivational psychology in education, offering practical implications for curriculum design and student support strategies.