Science and Education Publishing American Journal of Educational Research 2327-6150 3 10 2015 10 14 Enhancement of Self-efficacy and Interest in Learning English of Undergraduate Students with Low English Proficiency through a Collaborative Learning Programme 1284 1290 EN Queenie Pui Sze Law Faculty of Liberal Arts and Social Sciences, The Hong Kong Institute of Education, Hong Kong Joanne Wai Yee Chung Chi Cheung Leung Thomas Kwok Shing Wong EDUCATION201531012 10.12691/education-3-10-12 2015 7 8 2015 8 21 2015 10 12 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.