Email this article Self-Efficacy, Curiosity, and English Proficiency in EFL Contexts: A Systematic Review and Meta-Analysis (2020–2025)
), Widodo Widodo(2), Merry Lapasau(3), Muhammad Anis(4)
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Country:
(1) Education Department, Universitas Indraprasta PGRI, Indonesia
(2) Education Department, Universitas Indraprasta PGRI, Indonesia
(3) Indonesian Language Education Department, Universitas Indraprasta PGRI, Indonesia
(4) Masters in Development Management, Universiti Islam Sultan Sharif Ali, Brunei Darussalam
Corresponding Author
English proficiency is critical in English as a Foreign Language (EFL) contexts, yet the psychological and motivational factors influencing learning outcomes require systematic investigation. This meta-analysis synthesizes empirical evidence on the relationships between self-efficacy and English proficiency, curiosity and English proficiency, and self-efficacy and curiosity in EFL contexts, while exploring potential moderators. Following PRISMA 2020 guidelines, this study reviewed 42 Scopus-indexed articles (2020-2025). Data were analyzed using a meta-analysis of correlations with Fisher's Z transformation and a random-effects model. Meta-regression examined the moderating effects of geographic region, respondent type, and sample size. The analysis revealed moderate to strong positive correlations: self-efficacy and English proficiency (r = 0.438, p < 0.001, I² = 87.7%, k = 40 studies), curiosity and English proficiency (r = 0.447, p < 0.001, I² = 63.66%, k = 8 studies), and self-efficacy and curiosity (r = 0.437, p < 0.001, I² = 0%, k = 4 studies). Respondent type emerged as the strongest moderator (Q = 14.82, p < 0.001), with university students showing stronger effects (r = 0.471) than teachers (r = 0.442) and secondary/elementary students (r = 0.365). Geographic region significantly moderated relationships (Q = 9.47, p = 0.024), with Middle Eastern and Asian contexts demonstrating stronger correlations than European contexts. Publication bias was detected (Egger's p = 0.022), indicating underrepresentation of weaker effects. Very high heterogeneity suggests substantial contextual variation. Self-efficacy and curiosity positively correlate with English proficiency, with effects varying by educational level and cultural context. However, findings regarding reciprocal relationships between self-efficacy and curiosity remain tentative due to limitations in the studies. Findings support integrated pedagogical approaches that enhance self-efficacy and exploratory behavior, though the causal mechanisms require further longitudinal and experimental investigation.
Keywords: self-efficacy, curiosity, English proficiency, meta-analysis, language learning.
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