Second-Language Learners from Collectivistic Societies own Self-Efficacy Effects on Performance and Self Perception of Career Success

In reference to cultural patterns in collectivistic societies, teaching and learning are greatly influenced by the teachers� collectivistic or individualistic cultural orientation (Kaur & Noman, 2015). However, in dealing with both audiences and their teaching platforms, a chasm appears between methodologies and their applications since collectivistic societies are reluctant to accept methodologies perceived as mere Western innovations. In other words, a seemingly pedagogical incongruence arises where direct individualistic Western influence is perceived as unsuitable to a collectivistic mindset. One must keep in mind that family members in collectivist societies, who view themselves as part of a group rather than independent individuals, seem to feel more interdependent and mutually responsible for each other. In addition to Vygotski�s assertion that children�s cognitive development is enriched through social interaction with more skilled individuals (1978), Bandura (1982) emphasizes that the degree to which learners believe in their own self-efficacy influences their functioning cognitively, motivationally, emotionally, and their decision making process. Also, self-efficacy is perceived to accelerate the process of adapting to a new environment while learners adopt new cultural practices and consent to norms and expectations. In our exploration, second-language learners (SLLs) from collectivistic societies advance academically�English as a second language included�within the frame of sociocultural theory, since they seem to be motivated by their culturally-induced sense of obligation to honor their parents and other group members. These SLLs are positively influenced by their prior experiences with the group�s perceptions and expectations of their capability to learn an additional language (Bandura & Schunk, 1981; Schunk, 1991). Our research seems to indicate that this outcome is significantly affected by the self-efficacy and self-reliance produced by prior successes in challenging tasks that may have been mandated by the SLL�s elders. In addition, SLLs also seem to succeed in accomplishing more challenging goals as they observe their families� values and traditions even when they are in a society that enforces individualistic values.