Assessing EFL Learners' Speaking Self-Efficacy in English Language Education Program Universitas Lancang Kuning
DOI:
https://doi.org/10.31849/jcpcyp71Abstract
Speaking self-efficacy is crucial in English as a Foreign Language (EFL) learning, as it significantly influences learners' confidence and performance in oral communication. However, research on the specific level of EFL learners’ speaking self-efficacy and its contributing factors remains limited. This study investigates EFL learners' speaking self-efficacy levels and identifies the key factors shaping their confidence. Using a descriptive quantitative design, data were collected through two validated instruments: the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES) and the EFL Learner Speaking Self-Efficacy Scale (EFLSSES). Results reveal that learners exhibit a moderate level of speaking selfefficacy (2.69–3.07). Among the four sources of self-efficacy—Mastery Experience (ME), Vicarious Experience (VE), Social Persuasion (SP), and Physiological Emotional States (PES)—Social Persuasion emerged as the most significant predictor of both Linguistic Self-Efficacy (LSE) (β = .294, p = .025) and Delivery Self-Efficacy (DSE) (β = .310, p = .016). In conclusion, EFL learners possess a healthy level of confidence in their speaking ability, with social persuasion playing a pivotal role. Future research should explore these factors across diverse educational contexts to inform effective teaching strategies.
References
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.558466
Asakereh, A., & Dehghannezhad, M. (2015a). Student satisfaction with EFL speaking classes: Relating speaking self-efficacy and skills achievement. In Issues in Educational Research (Vol. 25, Issue 4), 45–363. Retrieved from http://www.iier.org.au/iier25/asakereh.pdf
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1997b). Self-efficacy: The exercise of control. In Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. In Studies in Higher Education, 41(11), 1918-1942. https://doi.org/10.1080/03075079.2014.999319
Batu, V. (2024). The Relationship Among Foreign Language Speaking Anxiety, English-Speaking Skills Self-Efficacy Beliefs, And English-Speaking Performance of Turkish ELT Students. İhsan Doğramacı Bilkent University.
Bensalem, E. (2022). The Impact of Enjoyment and Anxiety on English-Language Learners’ Willingness to Communicate. Vivat Academia. Revista de Comunicación, 9(1), 1–111. https://doi.org/10.15178/va.2022.155.e1310
Betz, N. E. (2000). Self-Efficacy Theory as a Basis for Career Assessment. In Journal of Carree Assessment, 8(3), 205-222. https://doi.org/10.1177/106907270000800301
Cheng, Y. yao. (2020). Academic self-efficacy and assessment. In Educational Psychology, 40(4), 389–391. https://doi.org/10.1080/01443410.2020.1755501
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. Routledge. https://doi.org/10.4324/9781315456539
Darmawan, Alam, S. P., & Nirma, O. N. (2021). Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting. JET (Journal of English Teaching), 7(2), 150–162. https://doi.org/10.33541/jet.v7i2.2582
Donohue, N. A. (2021). What factors influence the levels of motivation and self-efficacy of novice EFL teachers? (Doctoral dissertation, University of Leeds). White Rose eTheses Online. https://etheses.whiterose.ac.uk/29245
Hao, X., & Fang, F. (2024). Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes. Asia Pacific Journal of Education, 1–16. https://doi.org/10.1080/02188791.2024.2414051
Jannah, R. (2021). Students’ Perception on Strategy in Improving Self-Efficacy in Public Speaking: A Case Study at Second Senior High School of Al-Falah Abu Lam U. Universitas Islam Negeri Ar-Raniry.
Leary, M. R., & Atherton, S. C. (1986). Self-Efficacy, Social Anxiety, and Inhibition in Interpersonal Encounters. Journal of Social and Clinical Psychology, 4(3), 256–267. https://doi.org/10.1521/jscp.1986.4.3.256
Lee, J., & Kwon, K. H. (2023). Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization. Sustainability, 15(17), Article 13247. https://doi.org/10.3390/su151713247
Lisnawati, I., Yuniawati, Y., & Kartadireja, W. N. (2019, March). Student’s self-efficacy in speaking learning. In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018) (pp. 255–261). Atlantis Press. https://doi.org/10.2991/isseh-18.2019.59
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83–101. https://doi.org/10.17323/jle.2019.9809
Bakhtiar, M., & Suwandi, S. (2022). The Psychological Factors Impacts on the Students’ Speaking Skill. English Education Journal, 12(3), 356-363. https://doi.org/10.15294/eej.v12i3.58338.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
Paradewari, D. S. (2017). Investigating Students’ Self-Efficacy of Public Speaking. In International Journal of Education and Research, 5(10), 97-108. www.ijern.com
Passiatore, Y., Pirchio, S., Oliva, C., Panno, A., & Carrus, G. (2019). Self-efficacy and Anxiety in Learning English as a Foreign Language: Singing in Class Helps Speaking Performance. ECPS - Educational Cultural and Psychological Studies, 20, 121-138. https://doi.org/10.7358/ecps-2019-020-passi
Syahfutra, W. (2021). Students’ speaking anxiety in english education study program. ELT-Lectura, 8(1), 74-83.
Pramerta, I. G. P. A. P. (2023). The Impact of Self-efficacy Towards Speaking Performance. Journal of Psychology and Instruction, 5(3), 101–108. https://doi.org/10.23887/jpai.v5i3.65001
Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208–223. https://doi.org/10.1002/1520-6807(198504)22:2.
Setianingsih, T., Bq. Zuhrotun Nafisah, Baiq Sumarni, & Kamarudin. (2024). Investigating EFL Students’ Speaking Skills Viewed from Self-Efficacy: Instructional Experiences Learned from Seniors High Schools. Journal of Language and Literature Studies, 4(4), 883–894. https://doi.org/10.36312/jolls.v4i4.2249
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences, 61, 136–150. https://doi.org/10.1016/j.lindif.2017.11.015
Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3), 487–517. https://doi.org/10.1007/s10649-020-10005-0
Wang, L. (2021). The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.800488
Wang, Y., & Sun, P. P. (2024). Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations. PLoS ONE, 19(1), https://doi.org/10.1371/journal.pone.0297517
Wijaya, K. F. (2024). The Impacts of Self-Efficacy on EFL Learners’ Speaking Skills. JELITA: Journal of Education, Language Innovation, and Applied Linguistics, 3(2), 121–133. https://doi.org/10.37058/jelita.v3i2.6878
Williams, S. L. (1995). Self-efficacy, anxiety, and phobic disorders. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 69–107). Springer US. https://doi.org/10.1007/978-1-4419-6868-5_3
Yu, H., Au, C., & Bardakçı, M. (2020). An Analysis of The Effect of Peer and Teacher Feedback on EFL Learners’ Oral Performances and Speaking Self-Efficacy Levels. International Online Journal of Education and Teaching (IOJET), 7(4), 1453–1468. http://iojet.org/index.php/IOJET/article/view/895
Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach. Education and Information Technologies, 27(8), 11715–11740. https://doi.org/10.1007/s10639-022-11099-0
Zarei, A. A., & Rezadoust, H. (2020). The Effects of Scaffolded and Unscaffolded Feedback on Speaking Anxiety and Self-efficacy. Journal of Modern Research in English Language Studies, 7(4), 111–132. https://doi.org/10.30479/jmrels.2020.13464.1655
Zhang, X., Ardasheva, Y., Egbert, J., & Ullrich-French, S. C. (2019). Building Assessments for Self-Efficacy in English Public Speaking in China. Asia-Pacific Education Researcher, 28(5), 411–420. https://doi.org/10.1007/s40299-019-00441-9
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ulil Albab
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. License
Use of articles will be governed by the Creative Commons Attribution - ShareAlike license as currently displayed on Creative Commons Attribution - ShareAlike 4.0 International License (CC BY-SA)
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
ELT-Lectura Studies and Perspective in English Language Teaching's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Halaman Olahraga Nusantara permits users to copy, distribute, display, and perform the work. Users will also need to attribute authors and ELT-Lectura Studies and Perspective in English Language Teaching on distributing works in the journal and other media of publications.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
1. Copyright and other proprietary rights relating to the article, such as patent rights,
2. The right to use the substance of the article in own future works, including lectures and books,
3. The right to reproduce the article for own purposes,
4. The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal ELT-Lectura Studies and Perspective in English Language Teaching.
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. ELT-Lectura Studies and Perspective in English Language Teaching will not be held liable for anything that may arise due to the author(s) internal dispute. ELT-Lectura Studies and Perspective in English Language Teaching will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that ELT-Lectura Studies and Perspective in English Language Teaching entitles the author(s) to no royalties or other fees.
