eng Science and Education Publishing American Journal of Educational Research 2327-6150 2015-10-14 3 10 1284 1290 10.12691/education-3-10-12 EDUCATION201531012 article Queenie Pui Sze Law s1107458@s.ied.edu.hk 1 Joanne Wai Yee Chung 1 Chi Cheung Leung 1 Thomas Kwok Shing Wong 2 Faculty of Liberal Arts and Social Sciences, The Hong Kong Institute of Education, Hong Kong Guangzhou University of Chinese Medicine, Guangzhou Medical University, Guangzhou, China Self-efficacy and interest are two of the essential motivational factors that influence learning. An exploratory study aimed to discover the development of self-efficacy and interest of learning English through participation in a collaborative learning programme had been organised. Five undergraduate students with low proficiency in English participated in this exploratory study. Pre- and post-questionnaire on self-efficacy were collected. After completing 12 English tutoring classes of teaching experience, the five undergraduate students were invited to attend a focus group interview. The verbatim scripts were transcribed and analysed by using content analysis. Three themes have been identified: 1. there were an increase in the sources of self-efficacy to the subjects in learning English, 2. an increase in self-efficacy in the subjects' English learning, and 3. a greater interest in learning English. Pre- and post- mean scores on the language self-efficacy scale were collected and showed that the mean score was increased by 1.2, 95% CI = 0.027 to 2.13. The subjects' language self-efficacy scores had increased significantly (t = 3.57, df = 4, p = 0.02). Collaborative learning programme might be an effective approach in enhancing students' interest in learning English and through the process students could become more self-efficacious in learning English. http://pubs.sciepub.com/education/3/10/12/education-3-10-12.pdf self-efficacy interest in learning English low proficiency of English collaborative learning