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<p>English serves as a primary medium of instruction and a key form of academic capital in Somali higher education. However, students’ attitudes toward English learning are shaped by complex motivational and instructional factors that remain insufficiently understood at the mechanism level. Drawing on Social Cognitive Theory and Situated Expectancy–Value Theory, this study examined how students’ expectations (EXP), Opinions about English (OPN), and Perceptions of Classroom Experience (PER) are associated with attitudes toward English Learning (ATT), and whether self-efficacy (SEF) operates as a statistical mediating mechanism. A cross-sectional survey was administered to 271 undergraduate students enrolled in English-medium programs at universities in Mogadishu, Somalia. Data were analyzed using partial least squares structural equation Modeling (PLS-SEM). The results indicated that expectations exhibited a strong positive association with attitude (β = 0.398, <i>p</i> &lt; 0.001) and self-efficacy (β = 0.407, <i>p</i> &lt; 0.001). Perceptions of Classroom Experience were positively associated with self-efficacy (β = 0.326, <i>p</i> &lt; 0.001), but not directly associated with attitude (β = −0.048, <i>p</i> = 0.494). Opinions demonstrated a modest positive association with attitude (β = 0.164, <i>p</i> = 0.009), but showed no significant association with self-efficacy (β = 0.027, <i>p</i> = 0.768). Self-efficacy is strongly associated with attitude (β = 0.374, <i>p</i> &lt; 0.001) and partially mediates the relationship between Expectations and Attitude, as well as between Classroom Experience and Attitude. The structural model explained 48.6% of the variance in self-efficacy (R² = 0.486) and 61.0% of the variance in attitude (R² = 0.610), indicating moderate-to-substantial explanatory power. These findings suggest that future-oriented expectations and learner confidence are more strongly linked to attitudinal orientation than classroom perceptions alone. Given the cross-sectional design and reliance on self-reported data, the results should be interpreted as associative rather than causal, and future longitudinal and multi-method research is recommended to validate the observed mechanisms. Given the cross-sectional design, all findings were interpreted as associative rather than causal, and longitudinal research is required to verify the temporal ordering of the observed relationships.</p>

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Assessing Expectations, Classroom Experience, and Self-Efficacy as Predictors of Somali Universities Students’ Attitudes Toward English Language Learning

  • 期刊论文

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  • 发表日期：

    2026年8月5日

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  • Mohamed Abdulkadir Mohamud,
  • Ahmed Abdullahi Mohamud,
  • Abdirahman Ibrahim Abdi,
  • Mukhtar Sheikh Mohamud Touryare,
  • Mustaf Ahmed Wehlie

摘要

English serves as a primary medium of instruction and a key form of academic capital in Somali higher education. However, students’ attitudes toward English learning are shaped by complex motivational and instructional factors that remain insufficiently understood at the mechanism level. Drawing on Social Cognitive Theory and Situated Expectancy–Value Theory, this study examined how students’ expectations (EXP), Opinions about English (OPN), and Perceptions of Classroom Experience (PER) are associated with attitudes toward English Learning (ATT), and whether self-efficacy (SEF) operates as a statistical mediating mechanism. A cross-sectional survey was administered to 271 undergraduate students enrolled in English-medium programs at universities in Mogadishu, Somalia. Data were analyzed using partial least squares structural equation Modeling (PLS-SEM). The results indicated that expectations exhibited a strong positive association with attitude (β = 0.398, p < 0.001) and self-efficacy (β = 0.407, p < 0.001). Perceptions of Classroom Experience were positively associated with self-efficacy (β = 0.326, p < 0.001), but not directly associated with attitude (β = −0.048, p = 0.494). Opinions demonstrated a modest positive association with attitude (β = 0.164, p = 0.009), but showed no significant association with self-efficacy (β = 0.027, p = 0.768). Self-efficacy is strongly associated with attitude (β = 0.374, p < 0.001) and partially mediates the relationship between Expectations and Attitude, as well as between Classroom Experience and Attitude. The structural model explained 48.6% of the variance in self-efficacy (R² = 0.486) and 61.0% of the variance in attitude (R² = 0.610), indicating moderate-to-substantial explanatory power. These findings suggest that future-oriented expectations and learner confidence are more strongly linked to attitudinal orientation than classroom perceptions alone. Given the cross-sectional design and reliance on self-reported data, the results should be interpreted as associative rather than causal, and future longitudinal and multi-method research is recommended to validate the observed mechanisms. Given the cross-sectional design, all findings were interpreted as associative rather than causal, and longitudinal research is required to verify the temporal ordering of the observed relationships.