English Language Education Students Perceptions of Self Efficacy in Public Speaking Class

Wijaya, Kristian Florensio; Mbato, Concilianus Laos

doi:10.21462/jeltl.v5i1.379

Cited by 4 publications

(6 citation statements)

References 32 publications

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“…Self-efficacy had the ability to uniquely explain 16.8% of the variance in WTC scores. This finding is in line with Karbakhsh and Ahmadi Safa ( 2020), Wijaya and Mbato ( 2020), Kho-Yar , Rafik-Galea, and Kho (2018), Karimi and Abaszadeh (2017) , who reported self-efficacy beliefs as the strongest variable among a set of variables to be able to predict WTC. The findings gained through this research resemble those studies that have found selfconfidence, which is closely related to self-efficacy, to be the most immediate antecedent of L2 WTC (Eddy, 2015; Peng & Woodrow, 2010;MacIntyre & Charos, 1996).…”

Section: Discussionsupporting

confidence: 83%

“…In line with Wijaya et al (2020), Karbakhsh and Ahmadi Safa (2020) recommend learners to believe in their capabilities (e.g., self-efficacy). They expounded satisfaction of learners' basic psychological needs in relation to willingness to communicate, and selfefficacy, which they believed may play important roles in predicting success in second language through modeling such relation.…”

Section: Introductionmentioning

confidence: 98%

“…In a qualitative study, Wijaya and Mbato (2020) collected data on learners' perceptions of self-efficacy in Sanata Dharma University. They considered self-efficacy as a significant factor contributing to EFL learners' achievement in the target language; and believed that efficient use of learning strategies and enjoyable learning environments are necessary ingredients to train proficient communicators in the target language.…”

Section: Introductionmentioning

confidence: 99%

“…Based on the aforementioned claims, and basing the framework of the study on previous models of WTC which point to the possibility of motivation and a belief in one's own abilities contributing to WTC, and ultimately to the actual act of communication (Karbakhsh and Ahmadi Safa, 2020;Wijaya and Mbato, 2020;Kho-Yar , Rafik-Galea, & Kho, 2018;Kho-Yar , Rafik-Galea, and Kho, 2018;Karimi & Abaszadeh;, the researcher set out to report how the L2 motivational self-system and self-efficacy beliefs were able to predict L2 WTC. Such studies are thought as significantly contributing to EFL pedagogy since, as Karbakhsh and Ahmadi Safa (2020, p 13), who focus on psychological needs, mention, "a major concern regarding L2 learning has always been why many learners fail to master the language".…”

Section: Introductionmentioning

confidence: 99%

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Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

Youvalari

2021

JELTL

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Research on communication emphasizes the psychological variables that play a great role in predicting a predisposition for engaging or avoiding communicative behavior. As a quantitative correlational study, this research was conducted with a convenient sample of 94 Iranian EFL learners to investigate to what degree the L2 motivational self-system and self-efficacy beliefs of language learners could predict second language willingness to communicate (WTC). A Likert scale highly reliable questionnaire containing 35 items was put to use to collect data on dimensions of the L2 motivational self-system, self-efficacy beliefs and L2 WTC. After the combined predictive ability of these variables, as a model, on WTC was measured, the study aimed at finding the unique contribution of each variable on WTC. Also, the researcher aimed at investigating whether gender would moderate each of the relationships between the explanatory variables and WTC. A set of multiple regression analyses indicated that the ideal L2 self, the ought-to L2 self, the L2 learning experience, and self-efficacy, as a whole model, was able to predict 41.6% of the variation in WTC. It was found that the ideal L2 self was the strongest predictor of WTC, followed by self-efficacy beliefs, which uniquely explained 38.7% and 16.8% of the variation in WTC scores, respectively. Additionally, it was observed that gender did not have the ability to statistically moderate any of the aforementioned relationships. The findings of this academic endeavor are discussed in relation to the potential theoretical and practical implications it has for the field of English language teaching.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

Youvalari

2021

JELTL

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“…However, the fact shows that students' English speaking skill is still below the standard (Harahap & Widiastuty, 2022;Istiqomah, 2017;Nurhayati, 2016;Renaldi, 2020;Sayuri, 2016;Wijaya & Mbato, 2020). The teacher should present an interesting method of teaching to attract the student's interest and motivation in joining the teaching and learning process.…”

Section: Introductionmentioning

confidence: 99%

The Teaching of English Conversation at Oxford Public School Morarkhera: A Case Study in India

Wahid¹

2023

JELTL

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This study was intended to describe the phenomenon of the implementation of the teaching of English conversation at Oxford Public School Morarkhera in India. Case study qualitative research was implemented in this study. To gain the data, the subjects of the study were chosen. The subjects in this study were the students of Oxford Public School Morarkhera who took the English Conversation class. They were from first grade to fifth grade. Data collection instruments used are interviews, observation, and documentation. Data analysis was analyzed using the model of Miles et al. consists of four stages, namely the data collection, data condensation, data display, and conclusion drawing. The results show a lower percentage of speaking lessons at the school, which can be attributed to the priority given to reading and writing. In the first year, only 50% of the available teaching material is devoted to speaking, as it is considered the second skill to be mastered by students. Nevertheless, speaking skills must not be neglected in the English curriculum. The portion is sufficient as speaking activities will be integrated with other English skills. The teacher primarily uses English rather than Hindi during the teaching-learning process, which can lead to student stress due to a lack of comprehension. It is important for students to participate actively in speaking class activities, as mastering the English language, particularly speaking skills, is crucial for their success. The finding suggests that the communicative approach may require adaptation, and the schools should create an environment that supports and encourages English-speaking mastery among their students.

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English Education Master Students’ Perceptions on Their Self-Efficacy in Efl Speaking Learning Contexts

Wijaya¹

2021

UC Journal

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Self-efficacy should be fully integrated as one of the mainstays assisting multiverse EFL academicians to achieve greater speaking learning achievements, improve their actual communicative competencies, and justify their misconceptions of L2 speaking learning enterprises. Corresponding with these 3 aforementioned advantages, the full activation of robust self-efficacy will potentially allow EFL academicians to show greater effortful actions, resilience, motivation, and commitment to relentlessly forge their L2 communicative competencies in the presence of adverse speaking learning situations. This qualitative study was conducted in the support of the narrative inquiry approach to yield rejuvenated facts, trustworthy truth, and apparent evidence for worldwide EFL educationalists concerning the significance of self-efficacy implementations in diverse wide-ranging L2 speaking classroom vicinities. Two major positive influential factors are deemed as both internal and external factors affecting the luxuriant proliferation of striking L2 speaking skills as well as self-efficacy levels advancement namely the induction of long-life speaking learning endeavor and supportive speaking learning environments. For the future betterment of self-efficacy and EFL speaking studies, varied relevant research instruments need to be mutually accompanied by a considerable number of research participants to produce more significant research results contributing a richer understanding of affective second language learning fields. Keywords: Self-efficacy, EFL speaking, narrative inquiry

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English Language Education Students Perceptions of Self Efficacy in Public Speaking Class

Cited by 4 publications

References 32 publications

Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

Willingness to Communicate: The Predictive Roles of the L2 Motivational Self-System and Self-Efficacy

The Teaching of English Conversation at Oxford Public School Morarkhera: A Case Study in India

English Education Master Students’ Perceptions on Their Self-Efficacy in Efl Speaking Learning Contexts

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