Investigating Chinese University EFL Learners’ Self-Efficacy in a Blended Learning Environment

Abstract

This study examined the effect of a blended learning mode on students’ English self-efficacy and self-regulation in a Chinese university, and further explored factors associated with their English listening self-efficacy. Results showed that after 16-week blended learning implementation, students’ English listening self-efficacy, Task Strategies and Self-Evaluation have significantly improved. Students from more developed places reported higher level of English self-efficacy as well as the sources of English self-efficacy. Further OLS regression models identified Social Persuasion as a strong predictor of students’ listening self-efficacy. The implications of the study are also discussed.