Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022               Pp.426-436

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Taiwanese engineering students’ self-efficacy and academic performance 

Nga Thi Tuyet Phan
Faculty of Foreign Languages
Industrial University of Ho Chi Minh City
Ho Chi Minh city, Vietnam
Corresponding Author:

Cheng-Hu Chen
Department of Mechanical and Electro-Mechanical Engineering
National I-Lan University, Taiwan

Received:11/27/2021                       Accepted: 1/4/2022                     Published 1/24/2022

Despite the popularity and the importance of MOOCs in global education in recent years, they have not become the focus of self-efficacy studies. In addition, most available MOOC research resides in Western economies, not in Asian countries. No studies up to this point have explored the change in engineering student self-efficacy before and after they finish a MOOC or the relationship between engineering students’ self-efficacy and academic performance in a MOOC learning environment. This present study examined if there were any changes in the self-efficacy levels of a group of students before and after they attended a blended MOOC on English Technical Writing skills. It explored the relationship between self-efficacy and academic performance and looked for possible differences in self-efficacy and academic performance with respect to different demographic variables. A Paired-samples t-test helped to measure differences in self-efficacy scores at the beginning and end of the course. Pearson correlation was conducted to examine if self-efficacy predicted students’ course grades at the end of the course. Descriptive analysis, t-test, and ANOVA were used to measure the differences between the mean scores of self-efficacy and academic performance regarding different demographic variables. Results showed that students became more self-efficacious after they attended the blended MOOC. Self-efficacy significantly predicted academic performance. Students who reported higher self-efficacy levels gained better scores. Participants differed significantly in their self-efficacy and academic performance in relation to age group, English proficiency level, and educational level. Suggestions for future research are made based on the results of the study.
Keywords: Asian, MOOC, quantitative, self-efficacy

Cite as:  Phan, N. T. T., & Chen, C.  (2022).  Taiwanese engineering students’ self-efficacy and academic performance.  Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 426-436.


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Received: 11/27/2021  
Accepted: 1/4/2022 
Published: 1/24/2022

Nga Thi Tuyet Phan got her M.A. degree in TESOL Studies from the University of Queensland, Australia in 2005 and a Ph.D. degree in Education from Waikato University, New Zealand in 2015. Her research interests include self-efficacy, motivation, and course effectiveness. ORCiD:

Cheng-Hu Chen received his M.S. and Ph.D. degrees in Mechanical Engineering and Electrical Engineering from the National Cheng Kung University, Tainan, Taiwan in 1999 and 2006, respectively. He is currently an Associate Professor of the Department of Mechanical and Electro-Mechanical Engineering at National Yi-lan University, Taiwan.