Exploring Changes in Academic Self-Concept in Ability-Grouped English Classes

Abstract

The study aims to assess changes of domain-specific self-concept among homogeneously grouped EFL students over time. Subjects comprised 126 college freshmen placed into three different proficiency levels for English instruction. The academic self-concept scale used in the study was composed of two subscales to measure students' academic confidence and academic effort. Statistical methods were conducted to determine: (1) whether there are any significant differences in academic self-concept among students of different ability levels at the initial stage of the grouping practice, (2) whether there are any significant changes in EFL students' academic self-concept during the one-year study, and (3) whether proficiency level effect on students' changes in academic self-concept is significant. The results indicate that for the full sample academic confidence and overall academic self-concept significantly changed over time, whereas there was no significant difference in perceived academic effort. The main level effect was found to be highly significant. Students placed in the lower ability level had significantly lower perceived academic self-concept than their average and above-average counterparts. Nonetheless, it is noteworthy that the academic confidence and overall English self-concept of low-ability students showed the largest improvement during the study, while those of the high-performing students remained quite stable over time.

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