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This study identifies the relationships between self-efficacy using online Social Network Services for Language Learning (SNSLL) and the learner characteristics of group (GAO) and individual (IAO) activity orientation learning styles, utility value (UV) towards SNSLL, and SNSLL performance. Furthermore, the effect of grade allocation and actual Facebook participation on SNSLL self-efficacy was identified.
A group of 148 South Korean students completed pre- and post-treatment SNSLL writing tasks and were then administered a survey to measure the aforementioned constructs. The treatment consisted of an 8-week SNSLL supplementary writing program in which students participated in Facebook groups. Results showed that students who report higher levels of UV and IAO hold higher SNSLL self-efficacy beliefs; however, GAO did not predict self-efficacy, indicating SNSLL activities may offset the disadvantage IAO learners have been found to have with classroom participation grading (Crosthwaite, Bailey, & Meeker, 2015). Grade allocation showed no effect, while actual participation revealed moderate correlation with SNSLL selfefficacy. This study fills a gap in the existing literature with respect to our understanding of how students with Group (GAO) and Individual (IAO) Activity Orientation learning styles perceive their SNSLL self-efficacy as well as to what extent learner characteristics predict SNSLL self-efficacy beliefs. |
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