Sources of Self-Efficacy (Participation, Feedback, Peer Modeling and Making Choice) and Speaking Achievement among Second-Year EFL Students: A Correlational Study at Wolaita Sodo University and Kotebe University of Education
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Date
2026-01-20
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Addis Ababa University
Abstract
The purpose of the study was to investigate the relationship between self-efficacy, the sources of speaking
skill self-efficacy, and speaking skill achievement among second-year EFL students. Drawing on mixed
methods and correlational design, where data were collected through questionnaires, speaking skill tests,
classroom observation, and interviews, availability sampling technique was used to select 46 participants
from Wolaita Sodo University and Kottebe University of Education. Both quantitative and qualitative
methods of analysis were employed to answer the research questions set. The quantitative data were
analyzed using descriptive and inferential statistics, whereas the qualitative data were analyzed
thematically. The study's major findings revealed that learners expressed a moderate level of self-efficacy
in their performance in the spoken English course. There was no correlation between students’ self
efficacy and the actual speaking skill achievement in this context. Moreover, a moderate correlation was
found between participation, feedback, and achievement of speaking skills. Conversely, there was almost
no correlation and very low correlation between peer modeling, making choices, and achievement
respectively. Furthermore, there was a moderate to weak correlation between participation, feedback, peer
modeling, and making choices, and self-efficacy. Finally, the regression results showed relatively
expressed level of participation appeared as the strongest positive and significant predictor of actual
speaking achievement. Moreover, the qualitative analysis indicated that most students expressed the belief
that their participation, feedback, peer-modeling, and making choices can influence the achievement of
speaking skills. Above-average students showed a low level of classroom participation and received very
general positive feedback; they rarely collaborate with peers and had few opportunities to select activities
in the spoken English course. Students also believed that participation, feedback, peer modeling, and
making choices influence their self-efficacy. A limited number of students who are mostly engaged in
activities tend to possess a high level of self-efficacy. Therefore, the study concluded that expressed belief
in self-efficacy was rather exaggerated, indicating that self-perception does not necessarily influence
actual speaking skill achievement. Recommendations and implications for research are presentedat the
last.
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investigate the relationship between self-efficacy, the sources of speaking skill self-efficacy, and speaking skill achievement among second-year EFL students.