The Impact of English Self-Efficacy and Language Learning Strategies on the Students' Academic Performance of Dipolog Medical Center College Foundation, Inc.

This study aimed to determine the level of English self-efficacy and language learning strategies and their influence on the academic performance of students in English subjects at Dipolog Medical Center College Foundation, Inc. (DMCCFI) during the school year 2025–2026. A quantitative, non-experimental descriptive-correlational design was employed, involving 269 students selected through stratified random sampling. Data were collected using adopted questionnaires that measured the respondents’ demographic profile, English self-efficacy across listening, speaking, reading, and writing domains, and perceived language learning strategies. Academic performance was obtained from institutional grade records. The statistical tools used included weighted mean, standard deviation, and Spearman rank-order correlation coefficient (Spearman rho). The findings revealed that students demonstrated very high levels of English self-efficacy and language learning strategies, with listening obtaining the highest self-efficacy rating. Their academic performance was generally very good. English self-efficacy showed a strong positive correlation with academic performance, while language learning strategies showed a moderate positive correlation. The study concludes that self-efficacy is a stronger predictor of academic success than perceived language learning strategies alone. It recommends targeted confidence-building interventions for students from lower-income backgrounds and strategy internalization programs across all academic programs.

English self-efficacy, language learning strategies, academic performance, Philippines

1. Abdul-Ghafour, A. Q., & Alrefaee, Y. (2019). The relationship between EFL learners’ self-efficacy beliefs and their language learning strategy use. Applied Linguistics Research Journal, 3(3), 64–83. [Google Scholar] [Crossref]

2. Abdul-Ghafour, A. S., & Alrefaee, Y. (2019). Language learning strategies and their relationship to academic achievement among EFL university students. International Journal of Instruction, 12(1), 132–148. [Google Scholar] [Crossref]

3. Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. [Google Scholar] [Crossref]

4. Ahmed, M. A., Alharbi, A. G., & Almutairi, F. M. (2024). English self-efficacy among Saudi medical students: A context-specific hierarchy. Medical Education Online, 29(1), 2314825. [Google Scholar] [Crossref]

5. Almayez, N. A., Qureshi, A. W., Alharbi, A. A., Alsharif, H. M., Alajmi, A. A., & Salama, A. A. (2025). Self-efficacy, academic engagement, emotional intelligence and self-regulated learning: A pathway to academic achievement and reduced burnout. Acta Psychologica, 254, 104796. [Google Scholar] [Crossref]

6. Almy, G. (2018). Self-efficacy and academic locus of control and their relationship with academic success in the introductory course in an online master’s-level nursing program (Publication No. ED591663) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations Publishing. [Google Scholar] [Crossref]

7. Anarna, D. S., Forrosuelo, I. L., Roraldo, J., Cugtas, A., Guevarra, E. D., & Sarmiento, A. C. (2023). Perception of De La Salle Medical and Health Sciences Institute male nursing students on gender barriers in intrapartum care [Bachelor’s thesis, De La Salle Medical and Health Sciences Institute]. GreenPrints. [Google Scholar] [Crossref]

8. Anarna, J. A., et al. (2023). Demographic characteristics and academic performance of health science students in Philippine higher education. Philippine Journal of Health Research, 27(2), 45–58. [Google Scholar] [Crossref]

9. Arenal, M. A., et al. (2025). Demographic profile and academic performance of allied health students in selected Philippine institutions. Asian Journal of Educational Research, 13(1), 22–35. [Google Scholar] [Crossref]

10. Areniego, J. P. H. S., Manuel, J. G. G., & Tablanza, R. S. (2016). Comparative study on motivation and study habits of Bachelor of Science in Nursing students in De La Salle Health Sciences Institute who are required the qualifying grades of 80% and 75%. [Google Scholar] [Crossref]

11. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall. [Google Scholar] [Crossref]

12. Bi, X., & Wang, C. (2024). Strategy use and IELTS listening performance: The role of metacognitive regulation. System, 115, 102987. https://doi.org/10.1016/j.system.2023.102987 [Google Scholar] [Crossref]

13. Brigino, J. N., Abasolo, M. G., Pañares, J. B., & Sayson, R. T. (2025). English reading self-efficacy and academic performance of senior high school students. University of Mindanao International Journal of Education and Social Sciences, 8(1), 45–62. [Google Scholar] [Crossref]

14. Carandang, M. L., et al. (2023). Gender distribution and academic trends in medical and allied health programs. Philippine Journal of Allied Health Sciences, 15(2), 60–72. [Google Scholar] [Crossref]

15. Carandang, M. P., Espinosa, M. L., Medrano, J. P., & Pullon, M. B. (2023). Gender barriers in the nursing program as perceived by male nursing students of De La Salle Medical and Health Sciences Institute [Bachelor’s thesis, De La Salle Medical and Health Sciences Institute]. GreenPrints. [Google Scholar] [Crossref]

16. Chen, X., & Hu, J. (2021). Pathways linking parental support to adolescents’ reading proficiency: A social cognitive theory perspective. Frontiers in Psychology, 12, 746608. [Google Scholar] [Crossref]

17. Clayton Bernard, R. (2024). Self-regulation, co-regulation and socially shared regulation of learning in spoken oral language-learning task: Regulatory processes fostered by formative peer assessment [Doctoral dissertation, Université de Rennes]. HAL Open Science. [Google Scholar] [Crossref]

18. Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson. [Google Scholar] [Crossref]

19. Daguay-James, H., & Bulusan, F. (2020). Metacognitive strategies in reading comprehension of ESL learners. Asian EFL Journal, 24(3), 85–102. [Google Scholar] [Crossref]

20. Daguay-James, H., & Bulusan, F. (2020). Metacognitive strategies on reading English texts of ESL freshmen: A sequential explanatory mixed design. TESOL International Journal, 15(1), 20–30. [Google Scholar] [Crossref]

21. Dartmouth Case. (2025). Addressing barriers to self-regulation in a language program. [Google Scholar] [Crossref]

22. Derakhshan, A., & Fathi, J. (2024). Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System, 123, 103320. [Google Scholar] [Crossref]

23. Derakhshan, A., & Fathi, J. (2024). Speaking self-efficacy, self-regulation, and speaking performance in EFL contexts. Language Teaching Research. Advance online publication. [Google Scholar] [Crossref]

24. Dewi, R. K., & Syamsudin, O. R. (2024). Empowering language learners: The role of self-assessment in enhancing speaking skills. In Proceedings of the Second National Seminar on English Language Teaching (NELT 2024). UIN Alauddin Makassar. [Google Scholar] [Crossref]

25. Dewi, R. S., Herawati, A., & Lestari, D. (2024). Medical English reading self-efficacy among Indonesian nursing students: The role of terminology mastery. Journal of Educational Development, 10(2), 30–44. [Google Scholar] [Crossref]

26. Do, H. M., & Phan, H. L. T. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal, 12(1), 90–112. [Google Scholar] [Crossref]

27. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

28. Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy. SAGE Open, 10(2), 2158244020933878. [Google Scholar] [Crossref]

29. Fathi, J., et al. (2020). The impact of listening strategy instruction on EFL learners’ listening comprehension. International Journal of Listening, 34(2), 115–130. [Google Scholar] [Crossref]

30. Fathi, J., & Soleimani, H. (2020). The effect of reading strategy instruction on reading self-efficacy and reading attitudes: A case of young female Iranian EFL learners. Applied Research on English Language, 9(3), 382–408. [Google Scholar] [Crossref]

31. Fernandez, M. R., & Lim, J. S. (2025). From classroom to clinical: The email communication gap in new graduate nurses. Journal of Nursing Education and Practice, 15(3), 45–58. [Google Scholar] [Crossref]

32. Frontiers in Psychology. (2021). The relationship between L2 listening instruction, listening self-efficacy, and listening strategy use. Frontiers in Psychology, 12, 758757. [Google Scholar] [Crossref]

33. Garcia, M. R., Villanueva, L. T., & Santos, J. P. (2024). Program-level variations in English language instruction in Philippine private higher education. Philippine Journal of Education, 43(2), 156–178. [Google Scholar] [Crossref]

34. Garcia, R. D. (2024). Does practice make perfect? Longitudinal changes in essay writing self-efficacy without intervention. Philippine Journal of Education, 43(2), 112–128. [Google Scholar] [Crossref]

35. Gessulat, J., Kluczniok, K., Oppermann, E., & Anders, Y. (2024). Relationships among parental self-efficacy, home learning activities, and child skills. Family Relations, 73(4), 2602–2620. [Google Scholar] [Crossref]

36. Gessulat, L., et al. (2024). Parental involvement and its effects on student motivation and learning strategies. Learning and Instruction, 85, 101678. [Google Scholar] [Crossref]

37. Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47, 100504. [Google Scholar] [Crossref]

38. Golparvar, S. E., & Khafi, A. (2021). Writing self-efficacy and integrated writing performance. Journal of Second Language Writing, 53, 100817. [Google Scholar] [Crossref]

39. Gonzales, M. L., & Reyes, C. A. (2024). The representation of Philippine English in college reading materials: A content analysis. Philippine Journal of Linguistics, 55(1), 23–44. [Google Scholar] [Crossref]

40. Gonzales, R. D., & Aliponga, J. (2019). Language learning strategies and academic performance of ESL students. TESOL Journal, 10(3), e00452. [Google Scholar] [Crossref]

41. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press. [Google Scholar] [Crossref]

42. Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting. Language Teaching, 50(1), 107–119. [Google Scholar] [Crossref]

43. Graham, S. (2017). Research into practice: Listening strategies in foreign language learning. Cambridge University Press. [Google Scholar] [Crossref]

44. Graham, S., & Harris, K. R. (2000). The role of self-regulation in writing development. Educational Psychologist, 35(1), 3–12. [Google Scholar] [Crossref]

45. Guan, C., Chai, C. S., Zhang, J., & Hao, K. (2025). The interplay between student self-efficacy and learning strategies in online learning environments: A study on academic performance. Frontiers in Education, 10, 1567143. [Google Scholar] [Crossref]

46. Guan, Y., et al. (2025). Language self-efficacy, anxiety, and academic achievement in EMI contexts. Journal of English for Academic Purposes, 66, 101245. [Google Scholar] [Crossref]

47. Halim, A., Atikah, D., Yang, C. C., & Rahayu, S. (2023). EFL students’ practices of self-regulated language learning in speaking. Langkawi: Journal of the Association for Arabic and English, 9(2), 123–138. [Google Scholar] [Crossref]

48. Harris, P., & Lewis, R. (2023). Interpreting standard deviations in self-efficacy research: A methodological guide. Educational Research Review, 40, 100548. [Google Scholar] [Crossref]

49. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. [Google Scholar] [Crossref]

50. Honicke, T., & Broadbent, J. (2025). Academic self-efficacy and academic performance: A meta-analytic review of 25 years of research. Educational Psychology Review, 37(2), 45–78. [Google Scholar] [Crossref]

51. Hsieh, P.-H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33(4), 513–532. https://doi.org/10.1016/j.cedpsych.2008.01.003 [Google Scholar] [Crossref]

52. Hsieh, P. H. P., & Schallert, D. L. (2008). Implications of self-efficacy and metacognitive strategies for academic performance. Educational Psychology, 28(6), 671–689. [Google Scholar] [Crossref]

53. Hyland, K. (2003). Second language writing. Cambridge University Press. [Google Scholar] [Crossref]

54. Ju, S. Y. (2025). Charting language horizons: Investigating the role of self-efficacy in shaping foreign language learning among university students—A systematic review. Open Access Repository. [Google Scholar] [Crossref]

55. Juliá-Sanchís, R., Escribano, S., Perpiñá-Galvañ, J., García-Sanjuán, S., Sánchez-Marco, M., & Cabañero-Martínez, M. J. (2025). Attitudes towards communication and perceived self-efficacy in nursing students: A longitudinal observational study. PeerJ, 13, e19139. [Google Scholar] [Crossref]

56. King, C. A. (2023). A social cognitive career theory approach to understanding the academic and career experience of practical and baccalaureate nursing students (Doctoral dissertation, University of Toronto). [Google Scholar] [Crossref]

57. Kitikanan, P., & Sasimonton, P. (2017). The relationship between English self-efficacy and English learning achievement of L2 Thai learners. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 149–164. [Google Scholar] [Crossref]

58. Kocsis, Á., & Molnár, G. (2025). Factors influencing academic performance and dropout rates in higher education. Oxford Review of Education, 51(3), 414–432. [Google Scholar] [Crossref]

59. Kocsis, Z., et al. (2025). Predictors of academic performance and dropout in higher education. Higher Education Research & Development, 44(2), 215–230. [Google Scholar] [Crossref]

60. Lamasan, J. M. J., Lavadia, H. J. M., Limosnero, J. S., Magbitang, K. J. V., Mallari, M. J. B. S., Obado, A. C. C., Paguio, E. B., & Perez, J. G. (2018). Correlation of academic performance, nursing licensure examination and core competency performance of nursing graduates of UPHSL 2013–2016 (Bachelor’s thesis, University of Perpetual Help System Laguna). HERDIN. [Google Scholar] [Crossref]

61. Lee, S., & Park, J. (2024). Receptive-productive gaps in L2 self-efficacy: Evidence from 1,200 Korean university students. System, 121, 103432. [Google Scholar] [Crossref]

62. Leeming, P., et al. (2024). Speaking self-efficacy and spoken task performance in EFL contexts. Language Learning Journal. Advance online publication. [Google Scholar] [Crossref]

63. Leeming, P., Vitta, J. P., Hiver, P., & Nicklin, C. (2024). Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task production. Language Learning. [Google Scholar] [Crossref]

64. Leisser, D. (2018). On the role of self-efficacy as a possible component of language aptitude in the acquisition of British [æ]. In Exploring language aptitude: Views from psychology, the language sciences, and cognitive neuroscience (pp. 75–100). Springer International Publishing. [Google Scholar] [Crossref]

65. Liang, J., & Long, Z. (2024). Construction and validation of a scale to measure college EFL students’ perceived teacher support. SAGE Open, 14(4), 1–18. [Google Scholar] [Crossref]

66. Libratar, S. G., Parcon, K. C., Sermo, D. O., Tulio, A. L. L., & Duhaylungsod, J. B. (2025). Self-efficacy and language anxiety in speaking of BASEd-English major students. International Journal of Research and Innovation in Social Science, 9(6), 3929–3937. [Google Scholar] [Crossref]

67. Liwanag, M. P., et al. (2022). Demographic characteristics of BSE-English students in the Philippines. Philippine Journal of Teacher Education, 5(1), 12–25. [Google Scholar] [Crossref]

68. Lo Presti, M. V. (2024). Promuovere l’autonomia nell’apprendimento delle lingue in contesto accademico: Le strategie per lo sviluppo delle abilità di produzione e interazione orale. MOSAIC, 1, 131–149. [Google Scholar] [Crossref]

69. MacIntyre, P. D., et al. (1998). Conceptualizing willingness to communicate in a second language. The Modern Language Journal, 82(4), 545–562. [Google Scholar] [Crossref]

70. Magno, C. (2010). Korean students’ language learning strategies and years of studying English as predictors of proficiency in English. TESOL Journal, 2, 39–61. [Google Scholar] [Crossref]

71. Nadif, B. (2025). Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students. Journal of International Students. [Google Scholar] [Crossref]

72. Natividad, R. A., et al. (2024). Speaking self-efficacy, emotional intelligence, and foreign language anxiety among Filipino college students. International Journal of English Language Studies, 6(2), 77–89. [Google Scholar] [Crossref]

73. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House. [Google Scholar] [Crossref]

74. Özer, Ö., & İşpınar Akçayoğlu, D. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357–372. [Google Scholar] [Crossref]

75. Perez, M. A., & Mercado, L. C. (2025). Filipino college students’ experiences in reading local and international English newspapers. Philippine Journal of Applied Linguistics, 18(1), 90–108. [Google Scholar] [Crossref]

76. Phomprasert, N., et al. (2024). Self-regulated learning strategies among low-proficiency Thai EFL learners. Thai Journal of English Language Studies, 19(2), 44–61. [Google Scholar] [Crossref]

77. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. [Google Scholar] [Crossref]

78. Potter, N., et al. (2024). Interprofessional simulated patient encounters and communication self-efficacy among health science students. Journal of Interprofessional Care, 38(2), 215–224. [Google Scholar] [Crossref]

79. Qiu, X., et al. (2024). Teacher support and self-regulated learning in ESP classrooms. English for Specific Purposes, 75, 65–78. [Google Scholar] [Crossref]

80. Rahayu, S., Wijayanti, D., & Putri, A. (2024). Contextualizing idioms for nursing students: A simulation-based approach to writing self-efficacy. Nurse Education in Practice, 76, 103921. [Google Scholar] [Crossref]

81. Raimondi, G., Cavicchiolo, E., Alivernini, F., Lucidi, F., & Manganelli, S. (2025). Socioeconomic differences in the use of self-regulated learning strategies: A population study. Behavioral Sciences, 15(11), 1493. [Google Scholar] [Crossref]

82. Ramirez, C. P., & Santos, L. T. (2025). English self-efficacy among Philippine education students: A four-skills analysis. Philippine Journal of Language Teaching, 48(1), 56–72. [Google Scholar] [Crossref]

83. Refugio, C. N., Galleto, P., & Torres, R. (2019). Competence landscape of grade 9 mathematics teachers: Basis for an enhancement program. Cypriot Journal of Educational Sciences, 14(2), 241–256. [Google Scholar] [Crossref]

84. Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151–163. [Google Scholar] [Crossref]

85. Rose, H., et al. (2018). What drives success in language learning? A systematic review of language learning strategies. Applied Linguistics, 39(5), 675–707. [Google Scholar] [Crossref]

86. Saez-Zevallos, R., Grados, G., & Pacheco, G. (2025). Online collaboration self-efficacy, e-learning readiness, and academic achievement: Evidence from university students in Peru. Frontiers in Education, 10, 1668300. [Google Scholar] [Crossref]

87. Saks, K., Leijen, Ä., & Täht, K. (2024). Self-efficacy, self-regulation, and academic performance: A path analysis. Frontiers in Psychology, 15, 1338342. [Google Scholar] [Crossref]

88. Saunders-Wyndham, J., & Smith, E. (2020). The effects of cooperative learning on self-efficacy in an EFL classroom. JALT Journal, 42(2), 121–142. [Google Scholar] [Crossref]

89. Saunders-Wyndham, K., & Smith, T. (2020). Cooperative learning and self-efficacy in EFL classrooms. Journal of Language Teaching, 54(2), 145–160. [Google Scholar] [Crossref]

90. Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological Bulletin, 143(6), 565–600. [Google Scholar] [Crossref]

91. Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge. [Google Scholar] [Crossref]

92. Shaojie, T., Abd Samad, A., & Ismail, L. (2024). The influence of meta-cognitive listening strategies on listening performance in the MALL: The mediation effect of learning style and self-efficacy. SAGE Open, 14(2), 1–16. [Google Scholar] [Crossref]

93. Shaojie, Z., et al. (2024). Listening strategies, self-efficacy, and listening performance. System, 113, 102965. [Google Scholar] [Crossref]

94. Sorveto, J. P., Ebenga, T. S., & Quinto, J. B. (2025). Barriers affecting the English language speaking fluency of Bachelor of Arts in Communication students. [Google Scholar] [Crossref]

95. Sukying, A. (2021). Choices of language learning strategies and English proficiency of EFL university learners. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 59–87. [Google Scholar] [Crossref]

96. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House. [Google Scholar] [Crossref]

97. Tannoubi, A., et al. (2025). Academic engagement, study approaches, and GPA among university students. Higher Education Studies, 15(1), 25–39. [Google Scholar] [Crossref]

98. Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. [Google Scholar] [Crossref]

99. Thompson, R., et al. (2023). Receptive and productive skill self-efficacy gaps in second language learning: A meta-analysis. Language Learning, 73(4), 1001–1030. [Google Scholar] [Crossref]

100. Uy, M. R., & Santos, P. L. (2024). Longitudinal development of reading self-efficacy for local English texts among Filipino education students. Philippine ESL Journal, 32, 55–76. [Google Scholar] [Crossref]

101. Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching listening metacognition. Language Learning, 60(2), 470–497. [Google Scholar] [Crossref]

102. Villamor, R., & Suganob, M. (2025). Socioeconomic status and language learning motivation. Philippine Journal of Linguistics, 56(1), 33–48. [Google Scholar] [Crossref]

103. Villamor, S., & Suganob, J. M. (2025). Understanding last-mile learners’ motivation in English language learning toward developing the MOTIVE framework (ERIC Document No. ED673745). [Google Scholar] [Crossref]

104. Villanueva, P. C., & Dizon, C. M. (2025). Writing self-efficacy for clinical documentation among Philippine nursing students: A mixed-methods study. Philippine Journal of Nursing, 95(1), 34–49. [Google Scholar] [Crossref]

105. Walter, R. C. (2021). The relationship of career commitment and social determinants of academic achievement on perceived academic persistence among undergraduate nursing students (Doctoral dissertation, University of Missouri–Kansas City). MOspace. [Google Scholar] [Crossref]

106. Wang, C., et al. (2022). Self-efficacy and academic performance in EFL contexts. Learning and Individual Differences, 92, 102096. [Google Scholar] [Crossref]

107. Wang, S., Chen, Y., & Wan, Y. (2022). English as a foreign language learners’ academic achievement: Does creativity and self-efficacy matter? Frontiers in Psychology, 13, 877679. [Google Scholar] [Crossref]

108. Wong, S. H., Reyes, J. C., & Tan, M. L. (2025). Demographic predictors of language self-efficacy in Asian EFL contexts: A systematic review and meta-analysis. Asia Pacific Education Review, 26(2), 301–318. [Google Scholar] [Crossref]

109. Wu, X., & Chen, Y. (2024). Longitudinal changes in L2 self-efficacy: Do gaps narrow or widen? Applied Linguistics, 45(3), 456–478. [Google Scholar] [Crossref]

110. Xu, J., et al. (2021). Instructional practices and self-efficacy development. Teaching and Teacher Education, 98, 103251. [Google Scholar] [Crossref]

111. Xu, J., Fan, J., & Luo, K. (2021). Exploring L2 listening instruction, self-efficacy, and strategy use: A mediation analysis. Frontiers in Psychology, 12, 758757. [Google Scholar] [Crossref]

112. Xu, X., et al. (2023). Effects of self-regulated learning interventions on academic achievement. Educational Research Review, 38, 100511. [Google Scholar] [Crossref]

113. Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K–12 and higher education. Behaviour & Information Technology, 42(16), 2911–2931. [Google Scholar] [Crossref]

114. Yang, J., & Valcke, M. (2023). The impact of a flipped classroom design of an English as a foreign language listening course on students’ self-efficacy. In EDULEARN23 Proceedings: 15th International Conference on Education and New Learning Technologies (pp. 4676–4680). IATED. [Google Scholar] [Crossref]

115. Yang, K., & Gan, Z. (2024). A systematic review of reading self-efficacy in second or foreign language learning. System, 125, 103436. [Google Scholar] [Crossref]

116. Zhang, L. J., & Zhang, D. (2024). Writing self-efficacy profiles, self-regulated writing strategy use, and writing achievement among English learners. Journal of Second Language Writing, 64, 101090. [Google Scholar] [Crossref]

117. Zhang, R., & Zou, D. (2024). Self-regulated second language learning: A systematic review of teacher support and strategy instruction. Computer Assisted Language Learning. Advance online publication. [Google Scholar] [Crossref]

118. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. [Google Scholar] [Crossref]

119. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. [Google Scholar] [Crossref]

• The Impact of Ownership Structure on Dividend Payout Policy of Listed Plantation Companies in Sri Lanka
• Urban Sustainability in North-East India: A Study through the lens of NER-SDG index
• Performance Assessment of Predictive Forecasting Techniques for Enhancing Hospital Supply Chain Efficiency in Healthcare Logistics
• The Fractured Self in Julian Barnes' Postmodern Fiction: Identity Crisis and Deflation in Metroland and the Sense of an Ending
• Impact of Flood on the Employment, Labour Productivity and Migration of Agricultural Labour in North Bihar