INVESTIGATING STUDENT'S LEVEL OF SELF-EFFICACY IN SPEAKING PERFORMANCE OF THAI EFL LEARNERS
DOI:
https://doi.org/10.31851/esteem.v7i2.14966Keywords:
Self-Efficacy, Speaking Performance, Thai EFL Learners, Language Learning , Confidence, Communication SkillAbstract
The psychological notion of self-efficacy plays a key role in evaluating students' linguistic aptitude and fluency in English. The purpose of this study is to ascertain Thai students learning English as a foreign language (EFL)'s degree of self-efficacy in oral communication. In order to assess students' confidence in their ability to speak English fluently, the study looks into their sense of self-efficacy. Both quantitative and qualitative methods are used in this investigation. A questionnaire was distributed to 28 students who attended an Islamic high school in Satun, Southern Thailand, using a quantitative methodology. Several kids from the school are interviewed as part of the qualitative technique. Participants are asked particular questions that allow them to give in-depth answers based on their experiences and circumstances. Using the three elements of self-efficacy—magnitude, generality, and strength—the research findings show that students in Thailand consistently have low levels of self-efficacy. As a result, the study's findings imply that Thai students still require assistance in oral English communication. There are numerous uses for this subject in psychology, education, and language instruction. Instructors could come up with strategies to help Thai students feel more confident about learning English as a second language and improve their oral communication abilities. Techniques that enhance English communication skills can be incorporated into language programs and curriculum designs. The results can be used by psychologists to address issues with self-efficacy in language learning. This study takes a fresh approach by examining Thai English as a Foreign Language (EFL) learners' self-efficacy, particularly with regard to speaking abilities. It advances existing knowledge by highlighting the specific challenges these students face when speaking. This research provides novel insights that can guide interventions aimed at enhancing students' self-efficacy in oral English communication.
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