ENGLISH Language Skills Self-Efficacy, Academic Self-Concept, and Academic Performance in English of Technical-Vocational and Livelihood Track STUDENTS

Abstract

This study investigated the relationship between English Language Skills Self-Efficacy, Academic Self-Concept, and Academic Performance in English among Technical-Vocational and Livelihood (TVL) track students. Applying a quantitative research approach, specifically a descriptive-correlational design, the study involved 240 respondents from Senior High School institutions offering TVL programs in Davao City, Philippines. Data were collected using structured questionnaires measuring students' self-efficacy in reading, writing, speaking, and listening, as well as their academic self-concept. Results revealed that TVL students generally displayed high self-efficacy in reading and listening, with the lowest confidence observed in speaking skills. A significant positive correlation was found between academic self-concept and academic performance, but no significant relationship existed between language skills self-efficacy and academic performance. Furthermore, academic self-concept was identified as a stronger predictor of academic performance in English compared to language skills self-efficacy. The findings suggest that improving students' academic self-concept, particularly in technical-vocational settings, could enhance their academic outcomes in English. The study emphasizes the importance of integrating language development into TVL education to better prepare students for academic success and future career opportunities.