The Effect of Academic Self-efficacy on ESL/ EAP Learning Performance

As higher education becomes increasingly internationalized, the use of English as a medium of instruction has expanded significantly in recent years. More higher education institutions are now offering academic courses taught in English, particularly for non-Anglophone students. A substantial body of research has identified academic self-efficacy as a critical motivational factor that significantly influences students’ learning performance. Given its impact, it is imperative to investigate the role of academic self-efficacy within ESL and particularly EAP teaching contexts. This construct not only affects students’ motivation and learning outcomes but also has strong implications for their psychological well-being and long-term academic and professional growth. This study seeks to examine how academic self-efficacy influences students’ performance in ESL/EAP learning, aiming to deepen the understanding of the psychological mechanisms underlying language acquisition and to support educators in designing more effective instructional strategies that enhance learner outcomes.