self-efficacy
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- PaperComputer Assisted Language Learning3 Jul 2026
Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety
Gwo-Jen Hwang, Chu-Yun Lin, Mei-Rong Alice Chen
Investigates the effects of integrating concept mapping into spherical video-based virtual reality speaking tasks on EFL learners' speaking performance, self-efficacy, and speaking anxiety.
- PaperReCALL27 Nov 2025
Enhancing intercultural competence through self-efficacy, grit, and informal digital learning of English
Jiana Liu, Ju Seong Lee
A mixed-methods study of 416 Chinese EFL students found that L2 self-efficacy fosters L2 grit, which encourages engagement in informal digital learning of English (IDLE), ultimately enhancing intercultural competence. Structural equation modeling revealed that both receptive and productive IDLE activities mediate the link between psychological traits and intercultural competence. The findings suggest that educators can promote intercultural competence by developing students' self-efficacy and grit to deepen digital engagement.
Original abstract
Learners’ confidence in using a second language (L2 self-efficacy) and their L2 grit are key psychological factors in developing intercultural competence (ICC). As English as a foreign language (EFL) students increasingly encounter diverse cultures though informal digital learning of English (IDLE), this study examines whether IDLE serves as a pathway connecting these psychological traits to ICC. Grounded in the broaden-and-build theory, this explanatory mixed-methods research investigates how L2 self-efficacy and grit contribute to ICC through IDLE among 416 Chinese EFL students. Structural equation modeling revealed that higher L2 self-efficacy fosters greater L2 grit, which in turn promotes more frequent engagement in both receptive IDLE activities (e.g. watching English media) and productive ones (e.g. participating in online conversations). This increased engagement was positively linked to higher levels of ICC. Qualitative findings further illuminated the mechanisms behind this process, illustrating how psychological strengths support meaningful digital encounters across cultures. The findings offer pedagogical insights: by cultivating students’ self-efficacy and grit, educators can encourage deeper engagement in IDLE, thereby equipping learners with effective and culturally sensitive communication in an increasingly interconnected digital world.