Individuals’ self-efficacy beliefs determine the ways they perform in any domain, since they reflect the extent to which people feel capable to achieve certain accomplishments Bandura (1997). This paper describes how a group of intermediate school students’constant failure in the exams, demotivating attitudes, apathy and reluctance to learn English as a foreign language, relate with their perceived capability, self-perception and their prior experiences as language learners. This descriptive and exploratory case study was developed in a private language centre and involved 11 participants. The goal of the study was to understand the causes of the students’ demotivation and reluctance to the language. For this purpose, autobiographies become a springboard to examine students’ language learning experiences. This information was analysed based on the grounded theory approach proposed by Freeman(1998), and findings reveal that the inadequate teachers’ discourse, classroom environment, rapport and feedback strategies influenced students’ perceived capability to perform in the English class. In addition, the data showed that the supportive role of parents and relatives, encouraged learners to adopt a resilient attitude with respect to the difficulties while learning the language.

中文翻译：

---

重新审视自我效能感作为语言学习的促进者

个人的自我效能感信念决定了他们在任何领域的表现方式，因为它们反映了人们感到能够实现某些成就的程度Bandura（1997）。本文描述了一群中学生在考试中的持续失败，挫败态度，冷漠和不愿学习英语作为外语如何与他们的感知能力，自我认知和他们以前作为语言学习者的经历有关。这个描述性和探索性案例研究是在一个私人语言中心开发的，共有11名参与者参加。该研究的目的是了解造成学生动力不足和对语言不情愿的原因。为此，自传成为检查学生语言学习经历的跳板。基于Freeman（1998）提出的扎根理论方法对这些信息进行了分析，研究结果表明，教师的话语，课堂环境，融洽关系和反馈策略不足，影响了学生在英语课堂上的感知能力。此外，数据表明，父母和亲戚的支持作用，鼓励学习者在学习语言时对困难采取弹性的态度。