International College Students’ Perceived English Language Competence and Academic Self-Efficacy in the U.S. Midwest

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Critical Multilingual Education Around the Globe: Identity, Self-Efficacy, and Raciolinguistics in International Contexts

Abstract

This study examines the relationship between international students' self-perceived English proficiency and academic self-efficacy in a U.S. Midwest university. Sixty-seven participants completed a survey assessing vocabulary, grammar, and confidence in academic tasks. Participants felt confident in conversational English but struggled with academic grammar and vocabulary. The academic self-efficacy scale demonstrated strong reliability (α = .87); however, grammar (α = .15) and vocabulary (α = .14) subscales were exploratory due to low reliability. Grammar proficiency significantly correlated with self-efficacy (r = .29, p < .05); vocabulary did not. Confirmatory factor analysis supported academic self-efficacy as a unidimensional construct (χ²(27) = 39.6, p = .056). Findings highlight the importance of grammar-sensitive academic support to enhance international students' confidence and participation.

Author

• Maria Zaman, University of North Dakota