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This study investigated whether a self-efficacy course would raise English-as-a-Second-Language learners' English ability by raising their self-efficacy. It also examined the reliability and validity of a self-efficacy questionnaire and English test. Participants were 293 Japanese college freshmen. Researchers developed two versions of an English test (in English) and a self-efficacy questionnaire (in Japanese). The reliability of the self-efficacy pre- and post-questionnaire was calculated using the Cronbach alpha. The English pretest-posttest reliability was calculated using the K-R20. Each of four instructors graded the writing and speaking portions of the English test twice. The speaking interviews were recorded and played back only once during the second grading. Results indicated that differences between the pre-questionnaire and post-questionnaire scores were significant. The results suggested that the self-efficacy questionnaire and English test were reliable and valid, noting that students' self-efficacy and English ability increased over the period of instruction. Eight appendixes include the course objectives, the English test, the Japanese self-efficacy questionnaire, the English translation of the self-efficacy questionnaire, pretest and posttest writing and speaking results, writing and speaking score guides. (Contains 13 references, 9 tables, and 2 figures.) (SM)

A study investigated the effect of assigning difficult, specific goals on a 50-item vocabulary test to Japanese high school students of English as a Second Language. Subjects were five intact ESL classes (n=190 students) divided into experimental and control groups. A vocabulary-recognition matching pretest was administered to all subjects. After the test, all students were given the correct answers and asked to check them for 10 minutes. The experimental group was instructed to memorize 15-30 words missed, with the specific number based on pretest performance; the control group was given no additional instructions. All students were then posttested with the same instrument. Results indicate mean score improvements for both groups. Control group subjects almost doubled their mean scores. Experimental group subjects showed greater improvements in scores, with the greatest improvement in subjects who missed 25 items on the pretest. It is concluded that for learners to achieve their highest task performance, specific, difficult goals are more effective motivators than vague, easy, or "impossible" goals. Contains 18 references. (MSE)