Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

This study examines students’ English self-efficacy in an Indonesian Islamic multilingual boarding school where English, Arabic, and Indonesian are used in daily and academic interactions. Using a qualitative case study approach, data were gathered through semi-structured interviews and non-participant observations involving three purposively selected students. The findings reveal that students’ English self-efficacy is shaped by internal factors, including intrinsic motivation and personal aspirations, as well as external influences such as peer support, school programs, and limited family involvement. Students demonstrated higher confidence in informal communication but showed hesitation in formal academic contexts due to concerns about linguistic accuracy and evaluation. The school’s multilingual environment through sustained language exposure, structured vocabulary practices, and peer-led activities was found to reinforce all four sources of self-efficacy proposed by Bandura: mastery experience, vicarious experience, social persuasion, and physiological and emotional states. Despite initial challenges such as linguistic overload and adaptation difficulties, continuous engagement in the multilingual setting fostered students’ resilience and confidence over time. This study contributes theoretically by illustrating how Bandura’s self-efficacy framework operates within a faith-based multilingual boarding school context and offers practical implications for strengthening English learning in similar educational environments.

Keywords

Self Efficacy Multilingual Education English Learning Qualitative Case Study

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Salsabila, J. R., Sumardi, S., & Putra, K. A. (2026). English Self-Efficacy in a Faith-Based Multilingual Boarding School: A Qualitative Case Study from Indonesia. FOSTER: Journal of English Language Teaching, 7(1), 146-161. https://doi.org/10.24256/foster-jelt.v7i1.330
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Arifin, A. (2024). Voices of confidence: An empirical and literature review of students’ experiences with self-efficacy in writing. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 11(2), 405–421. https://doi.org/10.22219/celtic.v11i2.29695
  2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  4. Bukhori, B., & Irsyad, M. (2025). Manifesting community language learning activities in Islamic boarding school speaking program. Englisia: Journal of Language, Education, and Humanities, 12(2), 170–182. https://doi.org/10.22373/ej.v12i2.28491
  5. Cadiz, G., & Alona, M. (2021). Enhancing students’ confidence in an English language classroom. International Journal of English Language Studies (IJELS), 3(25), 16–25. https://doi.org/10.32996/ijels.
  6. Collins, S. P., Storrow, A., Liu, D., Jenkins, C. A., Miller, K. F., Kampe, C., & Butler, J. (2021). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 113(2), 313–322.
  7. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
  8. Fadillah, et al. (2025). The influence of fear of making mistakes on students’ self-confidence and engagement in English classroom presentations at MTs Muhammadiyah 1 Samarinda. Journal of English Language Learning, 9(1), 825–829. https://doi.org/10.31949/jell.v9i1.13972.
  9. Fitriyah, L., Rahmawati, A., & Safitri, D. (2024). Learners’ adaptation to immersion programs: Anxiety reduction and proficiency gains. Journal of Language and Education Innovation, 6(1), 30–44.
  10. Gelete, M., & Kitila, T. (2022). The influence of psychological learning environments on students’ self-efficacy belief in English language learning. EDUKASI: Jurnal Pendidikan dan Pengajaran, 9(1), 45–57.
  11. Irawati, L., Ferdiyanto, F., & Islam, R. (2025). Enhancing students’ speaking skills through English area program at Islamic boarding schools. ETDC: Indonesian Journal of Research and Educational Review, 4(3), 588–598. https://doi.org/10.51574/ijrer.v4i3.3191.
  12. Liu, M. (2013). English bar as a venue to boost students’ speaking self-efficacy at the tertiary level. English Language Teaching, 6(12), 27–37. https://doi.org/10.5539/elt.v6n12p27.
  13. Maharani, J. L., & Wahyuningsih, S. (2024). Developing English speaking skills: Getting used to speaking English in the family environment. INSANIA: Jurnal Pemikiran Alternatif Kependidikan, 29(2), 217–235. https://doi.org/10.24090/insania.v29i2.11197.
  14. Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning contexts. English Language Teaching, 5(11), 60–73. https://doi.org/10.5539/elt.v5n11p60.
  15. Rohman, A., Putri, S., & Handayani, R. (2025). The effectiveness of school-level vocabulary programs in multilingual environments. Indonesian Journal of English Teaching, 10(1), 55–70.
  16. Vrugt, A. (1994). Perceived self‐efficacy, social comparison, affective reactions and academic performance. British Journal of Educational Psychology, 64(3), 465–472. https://doi.org/10.1111/j.2044-8279.1994.tb01117.x
  17. Wang, C. H., Harrison, J., Cardullo, V., & Lin, X. (2018). Exploring the relationship among international students’ English self-efficacy, using English to learn self-efficacy, and academic self-efficacy. Journal of International Students, 8(1), 233–250. https://doi.org/10.5281/zenodo.1134299