Action research: Increasing Turkish EFL Learners’ Speaking Self-Efficacy in English Online Sessions

Abstract

The main purpose of this study is to investigate the critical role of students' speaking self-efficacy, motivation and engagement during English online sessions. Additionally, the current research aims to provide a fresh perspective on addressing challenges such as low self-efficacy, speaking anxiety, and low motivation among the students, which may hinder effective communication in the target language. This study provides a valuable starting point for language educators and researchers to explore the potential benefits of incorporating interaction with non-native speakers in language learning settings. The action research design employed in this study, guided by the identified sources of self-efficacy proposed by Bandura (1994). The research was successfully carried out in a Compulsory Preparatory Group in Listening & Speaking sessions, where students' proficiency level in English was pre-intermediate (B1). The primary goal of English as a Foreign Language (EFL) learners in compulsory prep classes is to achieve mastery of English language skills. This proficiency is crucial as it enables the students to effectively engage with the extensive number of texts they will encounter, write essays, and, most importantly, communicate orally and deliver presentations in the target language once they transition to their respective faculties. Five guest-speakers from Egypt, Korea, Australia, Iran and Ethiopia were invited to join the sessions. The research procedure incorporates focus group discussions, enabling active student participation and feedback provision on each guest speaker, thereby promoting the development of speaking self-efficacy and boosting students’ motivation. Through this approach, students were exposed to essential opportunities for real-time language performance. The participation of foreigners in these sessions had a positive impact on students' English speaking self-efficacy and their overall performance. The findings of this research support the idea that integrating foreign guest-speakers effectively address challenges such as speaking anxiety, low self-efficacy, and low motivation among students in English online sessions.