Enhancing Student Self-efficacy in EFL Learning through Organization Development Intervention: An Action Research of JSSNU in China
Abstract
Background and Aim: The action research aimed to evaluate the impact of the Organization Development Intervention (ODI) on self-efficacy in English as a Foreign Language (EFL) learning among non-English-significant students at JSSNU. The study involved a purposive, nonprobability sample of 60 non-English majors. These students, who were actively involved in the data collection before and after the ODI, played a crucial role in the success of this study. A conceptual framework was developed based on the preliminary diagnosis and theoretical foundation.
Materials and Methods: This study used mixed research methods to gather and analyze data and test hypotheses. To assess changes, a questionnaire was administered before and after the ODI. The participants were exposed to intervention techniques, and the hypotheses were tested using a paired sample t-test, revealing significant differences in several variables before and after the ODI.
Results: The study found that ODIs significantly improved students' self-efficacy in learning English as a foreign language by influencing autonomous learning, classmate influence, academic commitment, and student engagement. The findings provide meaningful recommendations for enhancing students' self-efficacy in EFL learning and suggest areas for future research.
Conclusion: The quantitative and qualitative results of the study demonstrate a significant correlation between the independent and dependent variables. This research underscores the efficacy of specific organizational development (OD) interventions in enhancing students' self-efficacy in learning English as a foreign language (EFL), offering a broader applicability model in English education.
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