Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review

Sahril, Sahril and Butarbutar, Ranta (2022) Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review. Voices of English Language Education Society, 6 (1). pp. 118-129. ISSN E-ISSN 2579-7484

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Abstract

Abstract In a general perspective, self-efficacy is the belief that someone can do work successfully, however, from the perspective of Task-based language teaching (TBLT) self-efficacy is the belief of the students or teachers can finish their academic tasks successfully. The purpose of the study is to explore whether collaborative task-based instruction (CTBI) can empower EFL self-efficacy? The study uses a critical review, content analysis, and interpretation regarding five perspectives namely in terms (1) cognitive-interactionist, (2) psycholinguistics, (3) sociocultural, (4) psychological, and (5) educational. The finding reveals that based on a psychological perspective, TBLT is significantly effective to empower EFL learner’s self-efficacy.

Item Type:	Article
Uncontrolled Keywords:	self-efficacy; collaborative; task-based instruction (TBI)
Subjects:	FAKULTAS BAHASA DAN SASTRA
Divisions:	KOLEKSI KARYA ILMIAH UPT PERPUSTAKAAN UNM MENURUT FAKULTAS > KARYA ILMIAH DOSEN KARYA ILMIAH DOSEN
Depositing User:	Farid Sehuddin
Date Deposited:	28 Nov 2022 02:12
Last Modified:	03 Dec 2022 07:23
URI:	http://eprints.unm.ac.id/id/eprint/25764

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