UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| The purpose of the study is to examine how cross-cultural awareness and self-efficacy improve EFL learning in a senior high school in China. A mixed-methods approach was employed. Quantitative instruments included the Chinese and Western Cultural Awareness Scale, English Learning Self-Efficacy Scale, and English test scores, with analyses using independent sample t-test, ANOVA, correlation and regression analysis, and paired sample t-test. Qualitative instruments included reading comprehension worksheets and semi-structured interviews. Thematic analysis was applied to data from both sources, with the worksheets containing students_ paragraphs on their confidence in understanding reading texts and teachers_ reflective essays. In the quantitative phase, convenience sampling was used, while in the qualitative phase, purposive sampling was employed. The quantitative findings from the independent sample t-test and ANOVA revealed significant differences in Chinese and Western cultural awareness and self-efficacy based on gender, age, and birthplace. Additionally, findings from correlation, regression analyses, and the paired sample ttest showed that Western cultural awareness positively influenced students_ selfefficacy and academic performance, while self-efficacy strongly enhanced EFL performance. In contrast, Chinese cultural awareness had a limited impact. The qualitative findings from the thematic analysis indicated that Western cultural awareness significantly influenced students' learning confidence, motivation, and English performance. Key themes such as cultural identification, adaptation, and the impact of cultural values were explored, along with the role of emotional management, learning strategy adjustments, and cross-cultural integration in enhancing academic success and language performance. This study highlights the significant role of crosscultural awareness and self-efficacy in enhancing EFL learning, particularly for senior high school students in China. The findings suggest the need to integrate diverse cultural content into EFL curricula, promote self-efficacy, and adopt teaching strategies that enhance cross-cultural awareness to improve language learning performance. These implications offer valuable guidance for both educational practice and future research. |
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