Abstract
<em>Self-efficacy is one of the most pivotal springboards determining EFL learners’ success in acquiring the target language in the communicative classroom contexts. Therefore, well-planned learning strategies and enjoyable learning environments should be provided continuously in order to breed proficient communicators in the target language. To do so, English language teachers need to shift their roles from instructors as facilitators facilitators to nurture EFL learners’ self-efficacy development continuously. This study aimed to investigate the students’ perceived self-efficacy in public speaking class. One research problem was proposed in this study namely, what are the significant factors that can heighten learners’ self-efficacy in public speaking class? This study employed a qualitative method utilizing three research instruments i.e., classroom survey, students’ speaking learning reflections, and interview to collect data from public speaking class of the English Education Study Program, Sanata Dharma University, Yogyakarta. Qualitative content analysis was employed to draw meanings out of the data gathered. Findings from this study revealed that EFL learners will be able to be proficient target language communicators when they believe in their speaking competencies and obtain meaningful feedback from the teachers.</em>
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of English Language Teaching and Linguistics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.