The Asia-Pacific Education Researcher

, Volume 28, Issue 2, pp 139–147 | Cite as

Self-efficacy and Self-concept as Predictors of Language Learning Achievements in an Asian Bilingual Context

  • Chih Nuo Grace Chao
  • Dennis M. McInerney
  • Barry BaiEmail author
Regular Article


This study investigated the relationships between students’ self-efficacy and self-concept for learning languages and students’ academic achievement in learning English and Chinese. 1092 eighth to eleventh graders from four Hong Kong secondary schools completed questionnaires reporting their self-efficacy, self-concept and academic results for Chinese language and English language. Results indicated that Chinese language self-efficacy and self-concept were significant predictors for Chinese language learning achievements. English language self-efficacy and self-concept predicted both students’ English and Chinese learning achievements. These results provide some support for both the domain specificity of self-efficacy and the internal/external frame of reference effect. There is also support for the notion that learning English language facilitates the learning of Chinese language but not the other way around.


Self-efficacy Self-concept Academic achievement Language learning 


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© De La Salle University 2018

Authors and Affiliations

  1. 1.Faculty of EducationThe Chinese University of Hong KongShatinHong Kong
  2. 2.The Australian Catholic UniversitySydneyAustralia
  3. 3.Faculty of EducationThe Chinese University of Hong KongShatinHong Kong

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