The Mediating Role of Self-Efficacy for Learning Performance on the Relationship Between Dependency on the Internet and Perceived Language Ability

This study aimed to investigate the relationship between internet dependency and self-efficacy for learning performance among ESL learners. The study collected data using a questionnaire developed from three main study variables: dependency on internet resources, self-efficacy from MSLQ, and CEFR self-assessment rubric. A total of 101 responses were collected from the English writing class in the current semester, with a sample size of 185 students. The descriptive statistics showed that the mean score for internet dependency was lower than the mean scores for self-efficacy for learning performance and perceived ability. The Pearson correlation coefficient between internet dependency and self-efficacy for learning performance was negative, indicating a weak negative relationship between the two variables. However, the regression analysis showed that self-efficacy for learning performance mediated the relationship between internet dependency and perceived ability, with an R-squared value of. 709. This suggests a significant relationship between internet dependency and self-efficacy for learning performance among ESL learners. The findings of the study suggest that self-efficacy for learning performance plays a significant role in the relationship between internet dependency and perceived ability among ESL learners. The study limitations include the use of convenience sampling and the lack of data on the specific internet resources used by the participants. Future studies could explore the specific internet resources used by ESL learners and their relationship to self-efficacy for learning performance. In conclusion, the study provides insights into the relationship between internet dependency and self-efficacy for learning performance among ESL learners and highlights the importance of self-efficacy in internet-based learning environments.