@article{oai:meio-u.repo.nii.ac.jp:00000839,
 author = {Stephen, A. Templin and Shiroku, Masako and Taira, Kanako and Miyagi, Kimiko and Onishi, Masayuki and Yabiku, Hiroshi},
 issue = {2},
 note = {Self-efficacy is a person's belief in how well they can accomplish something. Self-efficacy predicts a person's attention, effort, persistence, strategies, and goals. The authors piloted a self-efficacy syllabus that attempts to raise learners' English-as-a-foreign-language ability through raising their self-efficacy in English. Fourteen university students participated in the study. Students were taught four skills: speaking, listening, writing, and reading. The instructors told the students the objectives students would be required to perform, the conditions students would perform under, and the criterion they would use to judge students' performance at the end of the course. Students observed models used in commercial English teaching materials: texts, CD's, and videos. They also observed each other and the instructors model the course objectives. The instructors praised students regularly. Also, instructors designed lessons to decrease physical and mental stress/fatigue. The students seemed more eager and attentive in class. Students' speaking and writing abilities appeared to increase dramatically. Students' listening and reading abilities appeared to increase very little-probably because the listening and writing objectives were too easy. Because of the low number of subjects and exploratory nature of this study, descriptive statistics are given and no further statistical analysis was performed. However, based on our preliminary findings, we recommend further studies using larger numbers of students to raise learners' English abilities through a self-efficacy syllabus.},
 pages = {111--126},
 title = {Self-Efficacy Syllabus in a Summer Intensive English Course}
}