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Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations
Yawen Wang1, Peijian Paul Sun1
1Department of Linguistics, Zhejiang University, Hangzhou, China.
Plos One
|January 29, 2024
Summary
This study developed scales to measure English speaking self-efficacy in Chinese students. Physiological and emotional states significantly impact speaking self-efficacy, guiding educational interventions.
Area of Science:
- Educational Psychology
- Second Language Acquisition
- Self-Efficacy Theory
Background:
- English speaking is underdeveloped in Chinese students due to its exclusion from the National College Entrance Examination.
- This imbalance necessitates a deeper understanding of speaking self-efficacy and its influencing factors.
Purpose of the Study:
- To develop and validate psychometric instruments for measuring English as a Foreign Language (EFL) speaking self-efficacy and its sources.
- To investigate the relationship between speaking self-efficacy and its various sources in Chinese EFL learners.
Main Methods:
- Development of the EFL Speaking Self-Efficacy Scale (EFL-SSES) and the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES) based on Bandura's theory.
- Application of path analysis to examine the interplay between speaking self-efficacy and its identified sources.
Main Results:
- Physiological and emotional states emerged as critical determinants of speaking self-efficacy.
- Vicarious experience was found to have a less significant impact on speaking self-efficacy.
Conclusions:
- The study advances self-efficacy theory within the context of language speaking skills.
- Findings offer practical guidance for educators and researchers to identify and bolster students' speaking self-efficacy through targeted source-based strategies.
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