Uneven second language competency in the English for Academic Purposes context: ‘spiky profiles’ and the role of self-efficacy beliefs

Abstract

Uneven language competency has been documented in multiple educational contexts with authors alluding to the ‘spiky profiles’ of English second language [L2] learners. These accounts have thus far been anecdotal, so this mixed-method study contributes original empirical research into the competency profiles and the self-efficacy [SE] beliefs of English for Academic Purposes [EAP] students in the UK Higher Education [HE] context. It is crucial to identify and treat ‘spiky profiles’ where they occur due to the considerable language demands of tertiary study, moreover, understanding the SE beliefs that accompany students’ profiles further informs EAP teaching approaches.
In the study’s quantitative phase, 2114 sets of test scores from the skill areas of speaking, listening, reading, and writing, were collected from students with varying first languages [L1s] from six sittings of a B2 English language test between December 2016 and September 2019. An innovative approach measured these students’ degree of uneven competency, and their score sets were profiled. Correlational and standard multiple regression analyses were conducted, as were t-testing of profiles and ANOVA of three L1 groupings. In the qualitative phase, interviews elicited fifteen students’ SE beliefs vis-à-vis their competency profiles. Bandura’s (1997) model of self-efficacy underpinned the interview guide, but open coding and thematic analysis allowed new themes to emerge.
The unique contribution of this study is evidence that uneven competency is very common and patterned. Many students exhibited an uneven profile, with one third of the sample scoring highest in speaking, followed by listening, reading, and writing. Significant differences according to L1 were identified with L1 Arabic students being more unevenly competent. The qualitative findings uncovered SE’s self-regulatory and motivational impacts on L2 development. Differing beliefs across skill areas were implicated in differing reports of self-regulation, motivation, and ensuing language performance via negative, resilient, and positive feedback loops.
Both phases of the study highlighted the importance of the productive skills in students’ profiles. The disparities observed were explained by the influence of students’ L1s and educational experiences, as well as students’ conceptions and expectations of these skills areas. It is argued that closing the gap between the speaking and writing competencies of UK EAP students can be achieved through process-genre instruction that incorporates careful management of students’ SE beliefs.