Empowering EFL learner’s Self-efficacy through Collaborative task-based Instruction: A Critical Review

Sahril Nur, Ranta Butarbutar

Abstract


  Self-efficacy is the belief that someone can do work successfully. The study purposes to explore whether collaborative task-based instruction (TBI) can empower EFL self-efficacy? The study uses a critical review, content analysis, and interpretation regarding five perspectives namely in terms (1) cognitive-interactionist, (2) psycholinguistics, (3) sociocultural, (4) psychological, and (5) educational. The results note TBI is effective to use to empower EFL learners’ self-efficacy. And, psychological perspective is the most significant to use.


Keywords


self-efficacy; collaborative; task-based instruction (TBI)

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DOI: https://doi.org/10.29408/veles.v6i1.4993

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