Examining the Effect of Cognitive Behavioral Therapy on Self-Efficacy of French Third Language Learners in Nigeria: A Mixed-Method Study

Abstract

Self-efficacy is regarded in literature as a crucial element necessary for successful 
third language acquisition, yet many French third language learners in Nigeria 
struggle with low self-efficacy beliefs that limits their engagement and 
performance. This study examined the effect of Cognitive Behavioral Therapy 
(CBT) on self-efficacy of French third language learners in Federal universities 
in Southeast, Nigeria using a mixed-methods design. The quantitative aspect 
adopted a quasi-experimental design with pretest–posttest control group while the 
qualitative aspect adopted a phenomenological approach. Sixty participants with 
low to moderate self-efficacy were selected through a multi-stage sampling 
procedure and assigned equally to experimental and control groups. The CBT 
intervention was applied to the experimental group for eight weeks. Quantitative 
data were gathered using an adapted Foreign Language Self-Efficacy 
Questionnaire (FLSEQ) and analyzed with ANCOVA and Repeated Measures 
ANOVA. The qualitative data were obtained through session evaluation 
protocols and semi-structured interviews and were analyzed through Thematic 
Content Analysis. Quantitative findings showed that CBT did not significantly 
improve self-efficacy. However, qualitative findings pointed to meaningful 
increases in learners’ confidence and willingness to attempt French tasks. These 
findings suggest that though meaningful increase in learners’ self-efficacy may 
have occurred, they were not yet developed enough to yield significant statistical 
change. Further findings also revealed that participants maintained their 
improved self-efficacy at follow-up. Discussion was based on the findings, 
leading to the conclusion that CBT appears effective in promoting early changes 
in self-efficacy, but extended CBT interventions may be necessary to convert 
these initial changes into statistically significant results.