This article reports on a mixed-methods study regarding the extent to which the extramural English (EE), external attributions, self-efficacy (concerning EFL reading, speaking, writing, and listening skills), and gender of 42 students, learning English as a foreign language (EFL) in a Norwegian upper-secondary school, predicted their EFL learning outcomes. Data on participants’ EE (receptive and productive), external attributions, and self-efficacy were collected through a questionnaire and language diaries, while their learning outcomes were measured through a language proficiency test, mock exam, in-depth project, and receptive and productive vocabulary tests. The data revealed several interesting findings, including participants’ receptive EE statistically significantly and negatively predicting their productive vocabulary test scores, whereas their writing self-efficacy and attributions to specifically literature, TV, and film statistically significantly and positively predicted them. Moreover, neither receptive nor productive EE was found to mediate the relationship between self-efficacy, external attributions, and learning outcomes.

中文翻译：

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探索校外英语、自我效能、性别和学习成果之间的关系：挪威高中的混合方法研究

本文报告了一项混合方法研究，涉及 42 名学生的校外英语 (EE)、外部归因、自我效能感（关于 EFL 阅读、口语、写作和听力技能）和性别的程度，学习英语作为挪威一所高中的一门外语（EFL）预测了他们的 EFL 学习成果。通过问卷和语言日记收集参与者的EE（接受性和生产性）、外部归因和自我效能的数据，同时通过语言能力测试、模拟考试、深入项目以及接受性和创造性来衡量他们的学习成果。富有成效的词汇测试。数据揭示了一些有趣的发现，包括参与者的接受性EE在统计上显着并消极地预测了他们的富有成效的词汇测试分数，而他们的写作自我效能和对特定文学、电视和电影的归因在统计上显着并积极地预测了他们。此外，接受性和生产性 EE 均未发现能够调节自我效能感、外部归因和学习成果之间的关系。