EFL Speaking Self-Efficacy among English Education Students in Bangkalan Madura
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Objective: To describe speaking-related self-efficacy perceptions among English Language Education students at STKIP PGRI Bangkalan, Madura, across goal attainment, speaking performance, contextual and emotional factors, and personal strategies.
Methods and Materials: A qualitative descriptive study with an interpretivist orientation included 23 purposively selected sixth-semester students. A questionnaire combined closed-ended and open-ended questions, and four students participated in semi-structured interviews. Closed-ended responses were summarized with percentages; interview and open-ended material were analyzed thematically. The four questionnaire groupings were not psychometrically validated.
Findings: Students’ accounts emphasized practice, prior speaking experience, preparation, support, and continuing uncertainty in unexpected situations. Questionnaire responses varied across items. The explicitly labeled “agree” percentages ranged from 17% to 65%, and “undecided” responses ranged from 8% to 34%. A conflicting response-category label, item totals of 94%–102%, and discrepancies between chart and narrative values preclude a defensible overall classification of self-efficacy. No independent speaking assessment was undertaken.
Conclusion: The study provides a contextual description of speaking-related beliefs and concerns. Supportive practice, feedback, and strategy reflection warrant further evaluation. Verification of category coding and percentages, stronger qualitative reporting, and separate assessment of speaking performance are required for firmer conclusions.
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