Research findings are presented showing how different educational practices affect self-efficacy. In turn, heightened learning self-efficacy enhances motivated learning, or motivation to acquire knowledge and skills. During task engagement, students may assess self-efficacy by utilizing cues made cognitively salient by educational practices and which convey information about their capability to acquire knowledge and skills, such as performance outcomes, attributions, situational circumstances, outcome patterns, perceived model similarity, and persuader credibility. Students enter classroom activities with various aptitudes and prior experiences, which affect their initial sense of self-efficacy for learning. Self-efficacy refers to personal judgments of performance capabilities in a given domain of activity. This article discusses the role of perceived self-efficacy during classroom learning of cognitive skills. The results suggest that the English-only policy represents an unrealistic target for the majority of learners and one which may promote a number of negative consequences. Situated within a Japanese university, 43 mixed-ability English language learners were presented with two reflective awareness-raising strategies that sought to assist them in being more able to make informed classroom language choices when faced with the demands of a prescriptive English-only language learning environment. In consideration of these core issues and building upon earlier context-specific work, this paper documents an attempt at negotiating the contradiction created by those institutions who promote the virtues of learner autonomy on one hand, whilst enforcing strict linguistic prohibitions on the other hand. These beliefs, whilst entrenched in ideologies of cultural dominance and linguistic imperialism, have also nourished the foundations for the learner autonomy movement to develop through the creation of numerous self-access learning centres. Within the Japanese English Language Teaching context and consistent with the dominant conversation role assigned to the native English speaker teacher, there exists a belief that the most effective manner in which to teach and promote multilingualism and intercultural understanding is through restricting students to monolingual practices and prohibitive pedagogies. Among the most popular reasons were personal interest in the English language, teachers' language authenticity, clear pronunciation and the students' self-realization of the English language mastery process. One third of the respondents prefer native English-speaking teachers of English. The findings indicated that 55% of students who answered the questionnaire felt more comfortable with Japanese teachers of English, the most popular reasons for the preference were an ability to talk to the teachers in Japanese and lack of self-confidence in using only English. In the present article I will discuss the students' preferences in their English instructors and the reasons for such preferences. Based on the social cognitive theory, the study focused on students' self-efficacy as a major factor in the learning motivation and attempted to answer following questions: "What are the advantages and disadvantages of native NESTs and JTEs for Japanese high school students?" and "Who do the students feel the most comfortable speaking English with?" This study showed the overall preferences for teachers and the level of stress or comfort among students. I have conducted a study about students' perception of their native English-speaking and Japanese teachers of English (JTEs). It has been long believed by default that NESTs are preferable teaching models for second language learning, for numerous reasons, at the same time their direct influence on self-efficacy and emotional state of students in Japan's higher education has not been fully researched or documented. Native English-speaking teachers (NESTs) are employed throughout Japan on almost all academic levels. The Project for Promotion of Global Human Resource Development is a Japanese government funded project started in 2012 which aims to foster human resources in Japanese high schools and universities who can enhance unprepared discourse instructions in the classroom and contribute positively to the globalization and internalization of young Japanese people.
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