6. Importance of understanding
the self
⚫Our sense of self = what we believe to
be true of ourselves
→ not necessarily be an accurate
reflection of our actual abilities or
performance
→ self-belief
7. Importance of understanding
the self
⚫Learners need to hold a positive but
realistic sense of self.
→ avoid problems in self-regulation and
undesirable behaviors such as
bullying and cheating
8. Importance of understanding
the self
⚫Help T empathize and form
meaningful social relationships with L
⚫Help T anticipate L’s concerns
⚫Help T interpret L’s behaviors and
responses to classroom tasks and
feedback
9. Ways to define the self
The
self
Self-efficacy
Self-concept
Self-esteem
Identity
10. Self-efficacy
⚫ A cognitive self construct in which the focus
is on one’s evaluation of one’s ability to do
something successfully in a specific
situation.
⚫ Example: I believe I could successfully do a
listening exercise of MCQs because I’m
good at listening comprehension.
12. Self-Efficacy
Strong
sense
Weak
sense
• View challenging problems
as tasks to be mastered
• Recover quickly
• Strong interests
• Strong sense of commitment
• Enjoy problems or
challenging tasks
• Avoid challenging tasks
(beyond their capabilities)
• Focus on personal failings
and negative outcomes
• Quickly lose confidence in
personal abilities
13. Self-efficacy
⚫L2 linguistic self-confidence: L’s
confidence in their ability to
communicate in L2.
positive attitudes towards the L2
culture, a willingness to seek
opportunities to use the language,
lower levels of anxiety in using the
language
14. Self-concept
⚫Cognitive beliefs about abilities as
well as affective evaluation of
competence in a specific domain
⚫Various domains can influence each
other and the way L see themselves.
→ be careful with generalizations
19. Identity
⚫The way we view ourselves in specific
contexts and groups – real or imagined
⚫L identities = individuals’ sense of self in
relation to specific learning settings and
roles concerned with language learning
and use
20. Identity
⚫Each L has multiple identities reflecting
the multiple roles, social groups and
settings with which that individual is
connected.
⚫Ls hold other identities and roles beyond
the language classroom.
→ promote community of practice
21. Formation of the self
Cultural factors
Experience of success & failure
Internal comparison
Feedback
Social comparison
Self-driven behavioral styles
23. Cultural factors
Collectivist culture Individualist culture
Be motivated by group
goals.
Be motivated by personal
rewards and benefits.
Harmony should be
maintained.
Be singled out as an
individual may be
embarrassing.
Speaking one’s mind is
encouraged.
24. Experiences of success &
failure
positive
self-
perception
succeed
(academic, social,
and physical)
maintain /
enhance
positive
self-
perception.
X defined by
standardized
terms
✔interpreted
by L
25. Internal comparisons
⚫ Ls compare themselves across subjects and
draw conclusions.
⚫ Ls compare their experiences across
languages.
⚫ Ls compare across skills within a language.
� know how Ls see themselves in different
skills
� encourage Ls to reflect on these respective
evaluations.
26. Feedback
⚫ how Ls judge the feedback – explicit &
implicit – from others
→ feedback and praise should be credible.
→ anticipate how learners may interpret
teachers’ feedback and their behaviors
E.g. praising one learner -> others feel less
competent when they notice they did not
receive any praise.
27. Feedback
Pygmalion effect
• T’s strong belief in the potential of a L
encourages that individual towards high
achievement
Golem effect
• T’s negative evaluation impedes L’s
learning
34. Promoting a healthy sense of
self
⚫ The more specific, less holistic
components of the self can change
more readily.
� Work on smaller segments: strategy
training, fostering positive mindset.
35. Promoting a healthy sense of
self
⚫Provide differing degrees of support
⚫Offering multiple grades of difficulty
for tasks and activities
⚫Allowing for different paces of
working
36. Promoting a healthy sense of
self
1. A set of skills or tasks is through
experiences of success: can do
statements
2. A positive class atmosphere to
reduce anxiety: deal with mistakes,
praise & feedback, show them
respect and support.
