The role of learning climate on self-efficacy beliefs and self- perceived communication competences of EFL learners in higher education ; El papel del clima de aprendizaje en las creencias de autoeficacia y las competencias comunicativas autopercibidas por los estudiantes de inglés como lengua extranjera en educación superior

This study aims to explore the role of learning climate on self-efficacy beliefs and self-perceived communication competences of English as a Foreign Language (EFL) learners in higher education. The study used a cross-sectional survey design. The data were collected with a questionnaire and two scales involving Likert-type items from 137 higher education students. Several statistical techniques were employed to analyze the quantitative data. Results showed that EFL students’ learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels were moderate. There was no significant difference among students’ learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st year and 2nd year students for learning climate, and there was no significant difference among students’ self-efficacy and self-perceived communication points in terms of their year. A positive significant relationship among students’ learning climate and self-efficacy and self-perceived communication competence was found. Self-efficacy and self-perceived communication competence were found to be stronger predictors of each other. ; Este estudio tiene como objetivo explorar el papel del clima de aprendizaje en las creencias de autoeficacia y las competencias comunicativas autopercibidas por los estudiantes de inglés como lengua extranjera en la educación superior. El estudio utilizó un diseño de encuesta transversal. Los datos fueron recogidos a través de un cuestionario y dos escalas con ítems tipo Likert de 137 estudiantes de educación superior. Se emplearon varias técnicas estadísticas para analizar los datos cuantitativos. Los resultados mostraron que las percepciones del clima de aprendizaje, las creencias de autoeficacia y los niveles de competencia comunicativa autopercibidos por los estudiantes de inglés como lengua extranjera eran moderados. No hubo diferencia significativa entre el clima de aprendizaje de los estudiantes, la ...