thesis: Self - efficacy speaking

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Rewrite chapters 1-2-3 and make changes based on feedback from the instructor. In addition, change the questionnaire according to the lecturer's request.

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1 An investigation of English-speaking self-efficacy of non-English major first-year students at Ho Chi Minh City University of Economics and Finance 2 CHAPTER 1: INTRODUCTION 1.1 The background of the study English has become a meaningful way for people worldwide to communicate and is also essential in fields like business, education, and research. In Vietnam, speaking English well is important because it is a critical skill for economic growth and integration into the global economy. In recent years, the Vietnamese government has made it easier for people to learn and teach English. This is because it is an important language for success in the global market. Even though English is becoming more critical, many Vietnamese students still need help speaking it well. This is especially true for students who do not study it as their major because they often have fewer chances to use and improve their language skills. Research has shown that self-efficacy is fundamental to studying a language or even believing someone is able to do a particular job (Reference). Students with high levels of self-efficacy in English are more likely to participate in communicative activities, keep learning, and eventually reach higher proficiency levels. So, this study examines the self-efficacy of first-year students at Ho Chi Minh City University of Economics and Finance who need to speak English as their first language. By understanding what affects self-efficacy in English speaking, teachers can develop better ways to help students learn languages and improve their language skills (Hsu 1997). The study is going to look at many elements affecting the feeling of self-efficacy in English. These include the students' previous language learning experiences, their exposure to English, their feelings about English, and their motivation to learn the language. By looking at these factors, the study hopes to find out how teachers can help students learn languages and improve their confidence in speaking. In the end, speaking English is becoming increasingly important for people who want to be successful in many fields. However, many Vietnamese students need help learning to speak it well, which several things can cause. This study looks at the self-efficacy of first-year Ho Chi Minh the City University of Economics and Finance students who need to speak English as their first language. The goal is to improve language learning strategies and help students improve their language skills. 3 1.2 Problem statement All Ho Chi Minh City University of Economics and Finance (UEF) students are taught in English regardless of their major. Non-English primary first-year students, on the other hand, often need help establishing promising English-speaking talents, which might impede their academic and professional growth. This is particularly true in a globalized society where English is the dominant language. A fundamental problem for educators in establishing successful language learning programs is the need for more data on the English-speaking self-efficacy of non-English primary first-year students at UEF. Educators need a firm grasp of the particular obstacles they confront to design targeted interventions that address the requirements of this student group. As a result, the problem statement for this study is twofold: first, to investigate the English-speaking self-efficacy of non-English primary first-year students at UEF, and second, to add to the literature on self-efficacy in language acquisition, especially in a non-Western setting. By addressing these issues, this study will aid educators at UEF and other institutions in developing more effective language learning programs that meet the unique needs of non-English significant students. The research will use a mixed-methodologies strategy, incorporating quantitative and qualitative data gathering and analysis methods. The project will collect quantitative data on students' English-speaking self-efficacy and attitudes about English using questionnaires and qualitative data through interviews with a sample of students to better understand the variables that impact their self-efficacy. The results of this research will add to the literature on self-efficacy in language acquisition, particularly in non-Western settings such as Vietnam, by providing valuable insights into the English-speaking self-efficacy of non-English primary first-year students at UEF. The findings of this research will also help educators at UEF, and other institutions design more effective language learning programs that address the specific requirements of a non-English primary first-year student (John & Christesen, 2017). 4 1.3 The rationale of the study Speaking English is becoming critical for individuals seeking to advance their careers and gain access to higher education. Thus, it is essential to understand why some students struggle with developing their English-speaking skills and explore the factors affecting their self-efficacy in learning the language (John et al., 2014). By investigating the English-speaking self-efficacy of UEF's first-year non-English majors, this research will provide a more in-depth understanding of the unique challenges and experiences of language learners in Vietnam. This knowledge can help educators develop effective strategies to support language learning and improve students' language proficiency. Additionally, this research can contribute to filling the gap in the literature on self-efficacy in language learning, particularly in non-Western settings. Improving students' English-speaking skills can also significantly benefit their personal and professional development. For example, it can enable them to communicate more effectively with colleagues and customers from different countries, expanding their career opportunities. Moreover, proficiency in English can also open doors for students to attend graduate school abroad, engage in international research collaborations, and participate more significantly in the global economy. Therefore, this research can enhance the prospects of UEF students by providing them with the skills they need to succeed in an increasingly interconnected world. 1.4 The aims and research questions The study has two specific objectives. To begin, it seeks to examine the factors which influence English-speaking self-efficacy among UEF's non-English primary first-year students. Secondly, it investigates the relationship between students' self-efficacy and speaking performances in English. Research Questions: This study will address the following research questions to achieve its aim: 1. How do non-English primary first-year students at UEF perceive their self-efficacy in speaking English? 2. Is there a relationship between non-English primary first-year students' English-speaking self-efficacy and speaking ability based on their speaking 5 performance test? 1.5 Significance of the Research This study is theoretically significant because it adds to our knowledge of self-efficacy in language learning in a non-Western culture. This research will contribute to developing a complete model of language learning self-efficacy that considers the unique cultural and environmental factors that influence language learning in Vietnam by studying the factors that impact English-speaking self-efficacy among non-English primary first-year students at UEF. This knowledge may help shape future research on language acquisition self-efficacy in non-Western situations. This study's practical ramifications are crucial for both instructors and students. Teachers may construct more successful language learning programs that fulfill the unique requirements of non-English primary first-year students at UEF by recognizing the factors that influence students' English-speaking self-efficacy. Teachers, for example, could concentrate on increasing students' speaking confidence via communicative activities and feedback, highlighting students' strengths and areas for growth. The findings of this study also assist instructors in determining which instructional strategies are most helpful in increasing students' self-efficacy in speaking English. Additionally, the study's results may assist students in actively participating in their language learning and developing the skills and confidence required for academic and professional success. Students may be better able to adapt successful tactics to improve their speaking skills if they grasp the relevance of self-efficacy in language learning and recognize the components that contribute to it. As a result, there may be more prospects for academic and professional growth in a global market where English literacy is becoming more crucial. 1.6 The scope of the study The research will focus on first-year students at the University of Economics and Finance (UEF) in Ho Chi Minh City, Vietnam, who learn English as their foreign language. It will also look at how confident they feel about their English skills. This study aims to determine how these students' self-efficacy and speaking skills are linked. 6 CHAPTER 2: LITERATURE REVIEW 2.1 Speaking self-efficacy 2.1.1 Definitions of self-efficacy Self-efficacy is a mental concept that describes the opinion of one's potential to attain goals and become successful in a few jobs. It is related to self-esteem, motivation, and mental health, and is important for understanding how people approach and deal with challenges in life. Men and women usually gauge their self-efficacy by asking themselves exactly how confident they're that they are going to succeed in any activity or situation. (references). When it involves communication and speaking, self-efficacy is particularly crucial. People who have high self-efficacy when it comes to speaking are more likely to take chances, speak up in class or meetings, and handle difficult conversations (Bandura, 2001). Conversely, those with low self-efficacy are more likely to shy away from public speaking and communication opportunities. Studies have shown that self-efficacy is related to speaking ability and performance. Those with higher self-efficacy tend to have better speaking abilities, while those with lower self-efficacy tend to perform worse in speaking tasks. This suggests that self-efficacy may play an important role in one's ability to successfully communicate. Self-efficacy also plays a role in how people respond to feedback. People who have higher self-efficacy are more likely to accept feedback and use it to make positive changes, while those with lower self-efficacy are more likely to be resistant to feedback and give up easily. This suggests that self-efficacy can influence how people interpret and use feedback when it comes to speaking. Self-efficacy also has an effect on how people cope with anxiety and stress when speaking. People with high self-efficacy tend to be better able to handle the stress of public speaking, while those with lower self-efficacy are more likely to be overwhelmed by the experience. This suggests that self-efficacy is related to how one responds to the stress of speaking in public settings. In summary, speaking is closely related to self-efficacy. Those with higher self-efficacy tend to have better speaking skills and be better able to handle the stress of public speaking. Conversely, those with lower self-efficacy tend to perform worse in speaking tasks and be more likely to be overwhelmed by the experience 7 (Zimmermann, 2011). Thus, self-efficacy is a crucial concern with regard to speaking. 2.1.2 Sources of self-efficacy − Mastery experiences Mastery experiences are a critical source of self-efficacy. This source of self-efficacy reflects a person's past experiences of success in similar tasks or activities (Muretta 2005). If an individual has succeeded in the past, they are more likely to believe that they can do it again in the future. When people trust themselves along with think they've what it requires to accomplish their objectives, their self-efficacy increases. Muretta (2005) further explains that mastery experiences can be powerful motivators for individuals to continue to pursue their goals, even when faced with obstacles and challenges. When a person has achieved success in the past, they are more likely to believe that their efforts will pay off in the future, and they are more likely to persist in the face of difficulties. This persistence can lead to further success and can reinforce a person's belief in their ability to succeed. Additionally, mastery experiences can be cultivated deliberately. By seeking opportunities to develop and improve their skills, individuals can create positive experiences that can contribute to their self-efficacy. This can involve setting achievable goals, seeking feedback, and practicing new skills. Putting together these encounters are able to assist people to produce a feeling of self-efficacy which could positively influence their professional and personal life. − Vicarious experiences Vicarious experiences are another important source of self-efficacy. (Muretta 2005), explains that this refers to the process of observing others who are similar to oneself successfully performing the same or similar tasks. When others see other men and women do well, it is able to increase their self - trust in their personal capabilities to be successful. Observing others who are similar to oneself can be particularly powerful, as it provides a sense of identification with the successful person. This identification can increase the person's confidence in their own abilities, as they can see that someone 8 like themselves has achieved success. Additionally, vicarious experiences can provide individuals with a sense of role models, showing them what is possible and inspiring them to achieve similar success. The quality and strength of the social comparison can further enhance the impact of vicarious experiences. This refers to the degree to which the observer perceives similarities with the model and the extent to which the model is perceived to be successful. In case the viewer perceives the product as similar and successful to them, it is able to greatly influence their sense of self confidence. Inspiration, as well as role models for success, could be supplied by vicarious experiences, which could be a strong supply of self-efficacy. By seeking out and observing similar and successful others, individuals can cultivate a sense of self-belief and motivation to achieve their goals. − Verbal persuasion Verbal persuasion is another significant source of self-efficacy. This refers to the feedback, encouragement, and support that individuals receive from others (Muretta 2005). When people receive positive feedback, they are more likely to believe in their own abilities and feel motivated to succeed. The effect of verbal persuasion on self-efficacy might be particularly pertinent in case the cause of the feedback is seen as trustworthy and credible. For example, if the feedback comes from someone seen as an expert in the relevant domain, it may significantly impact a person's sense of self-efficacy. Verbal persuasion can take many forms, including praise, encouragement, and supportive feedback (Muretta 2005). This can be particularly important when individuals face challenges or setbacks. Positive feedback and encouragement can help individuals to maintain their motivation and belief in their abilities, even in the face of difficulties. It's worth noting, too, that a person's preexisting views and dispositions can moderate the extent to which words can sway their thinking. For example, if a person has low self-esteem or doubts their abilities, positive feedback may not significantly impact their sense of self-efficacy. 9 Verbal persuasion is a critical source of self-efficacy that can provide individuals with the encouragement and motivation needed to achieve their goals. It can help people believe in themselves and their talents when combined with other types of self-efficacy, such as mastery experiences and vicarious experiences. − Physiological and emotional states The emotional and physiological state of the person could in addition be influenced by self-efficacy (Muretta 2005). Certain physiological and mental situations, such stress or worry, might have an impact on a person's belief in their own abilities. Stress and anxiety can lead individuals to doubt their abilities and feel less confident in their capacity to succeed (Muretta 2005). Positive feelings, like confidence and happiness, however, can, enhance self-confidence and encourage people to attain their objectives. Furthermore, physical states, such as fatigue, hunger, or pain, can also influence self-efficacy. When physically exhausted or in pain, individuals may feel less capable of achieving their goals; conversely, when well-rested and energized, they may feel more capable and confident. It's important to note that other sources of self-efficacy can mediate the impact of physiological and emotional states on self-efficacy. For example, if individuals have a strong sense of mastery experiences, they may be less affected by physiological or emotional states than those who lack such experiences. Similarly, positive feedback and encouragement can help individuals maintain their self-efficacy, even when facing challenging situations. Physiological and emotional states are additional sources of self-efficacy that can affect an individual's capability in their belief to succeed. By recognizing the impact of these states on self-efficacy and developing strategies to manage them, individuals can improve their ability to achieve their goals and build a strong sense of self-belief. 10 2.1.3 Theories about self-efficacy General Self-Efficacy Theory General Self-Efficacy Theory is a theory developed by German psychologist Wolfgang Schulz. This theory proposes that an individual's sense of self-efficacy is determined by their ability to successfully accomplish challenging tasks, their perception of social support, and their belief in their own competence. According to this theory, self-efficacy can be increased by providing individuals with challenging tasks that are within their capabilities. This helps to increase an individual's sense of self-confidence and self-efficacy. In addition, social assistance from friends, family, and colleagues also can boost self-efficacy. This principle also indicates that thinking approximately one’s very own competence is able to impact one’s self-efficacy. Individuals who have a positive belief in their own capability are more likely to have higher self-efficacy. Moreover, people with higher self-efficacy are much more apt to use on issues and persist in the facial skin of trouble. Both Social Cognitive Theory and General Self-Efficacy Theory propose that self-efficacy is an important factor in influencing an individual's behavior. Both theories propose that self-efficacy could be enhanced through mastery experiences, social support, challenging tasks, and verbal persuasion, in addition to an optimistic perception in one competence. Self-efficacy is an important factor in influencing an individual's ability to speak in public. Individuals with higher self-efficacy are more likely to take on the challenge of public speaking and persist in the face of difficulty. This can be beneficial for individuals who want to increase their confidence in speaking. By understanding the theories of Social Cognitive Theory and General Self-Efficacy Theory, individuals can better understand how to increase their self-efficacy and confidence in public speaking. Through mastery experiences, observing others, verbal persuasion, challenging tasks, social support, and a positive belief in one's own competence, individuals can increase their self-efficacy and become more confident in speaking in public. 11 Albert Bandura's Social Cognitive Theory Albert Bandura's Social Cognitive Theory is a psychological theory that proposes that an individual's behavior is shaped by the environment, personal factors, and experiences. This theory is based on the idea that an individual has the capacity to learn and acquire new behaviors through observing the behavior of others. According to this theory, an individual's behavior is determined by their beliefs, attitudes, and self-efficacy. The principle of Bandura suggests the belief that self-efficacy in one's own capability is a crucial element in influencing their action. Self-efficacy can be influenced by external factors such as the environment, social support, and feedback from others. It can also be influenced by internal factors such as an individual's motivation, skills, and attitude. The principle of Bandura suggests that self-efficacy could be improved by mastery encounters, observation of others as well as spoken persuasion. Mastery experiences are activities in which an individual successfully completes a task or achieves a goal. This helps to increase their self-confidence and self-efficacy. An individual's self-efficacy could be improved by offering a model for achievement by watching and finally recognizing the actions as well as the success of others. Finally, verbal persuasion can also be used to increase self-efficacy. This involves providing an individual with positive feedback and reinforcing messages about their capability. This form of positive reinforcement can boost an individual's confidence and increase self-efficacy. 2.1 English Speaking skills According to Leong and Ahmadi (2017), speaking is the act of using language to communicate information, ideas, and thoughts to others. It involves producing sounds and arranging words and phrases coherently and meaningfully, intending to convey a message to an audience. Leong and Ahmadi (2017 further explain that speaking is a complex skill involving many components, including pronunciation, grammar, vocabulary, intonation, and fluency. Effective speaking requires the ability to produce sounds and words and use language appropriately in different contexts and situations. In addition to the linguistic components of speaking, nonverbal communication is 12 also an important aspect. This includes gestures, facial expressions, and body language, which can convey meaning and enhance the impact of spoken words. Speaking is a fundamental skill that is necessary for effective communication in many aspects of life, including personal relationships, education, and professional settings. The ability to speak well can significantly impact a person's confidence, social interactions, and career success. Effective speaking involves the ability to articulate thoughts and ideas clearly and listen actively and respond appropriately to others. It requires developing good communication skills, including empathy, respect, and a willingness to engage in dialogue with others. Speaking is a critical aspect of communication that requires practice and the development of a range of skills to be effective. By improving their speaking skills, individuals can become better communicators, build stronger relationships, and achieve their personal and professional goals. 2.2.1 Definition of speaking Speaking refers to the act of conveying thoughts, feelings, and information through spoken words. It is a fundamental aspect of human communication and plays a significant role in social interaction, personal relationships, education, and career success. Speaking involves the use of verbal and nonverbal cues to convey meaning and emotions. This includes not only the words used but also the tone, pitch, volume, and rhythm of the spoken words, as well as body language and facial expressions. Effective speaking requires the ability to produce sounds and words and use language appropriately in different contexts and situations. Speaking is a complex skill that requires the integration of many different cognitive and linguistic processes. This includes comprehension, memory, attention, executive function, and the ability to produce grammatically correct and meaningful sentences. Effective speaking is essential for success in many areas of life, including personal relationships, education, and professional settings. It requires the development of good communication skills, such as active listening, empathy, and the ability to express 13 oneself clearly and confidently. Speaking is a critical component of human communication that enables individuals to connect with others, express their thoughts and emotions, and convey important information. By improving their speaking skills, individuals can become more effective communicators, enhance their personal and professional relationships, and achieve their goals. 2.2.2 The importance of speaking Speaking is an essential aspect of human communication that plays a vital role in our personal and professional lives. Effective speaking skills are crucial for success in many areas, including education, social interaction, and career advancement. Rao (2019) explains that speaking is an important tool for learning and acquiring knowledge in education. Students who are able to communicate their ideas clearly and confidently in class are more likely to succeed academically and engage with their peers and teachers. In addition, public speaking skills are essential for presenting research or giving presentations, which are common requirements in many academic fields. In social interactions, speaking is necessary for building and maintaining relationships with others (Rao, 2019). Expressing oneself effectively can help individuals connect with others, convey their thoughts and feelings, and build trust and rapport. In the professional world, speaking is an essential skill for career advancement. Employers highly value effective communication skills, and employees who can communicate clearly and confidently are more likely to be promoted or advance in their careers. Moreover, public speaking skills are particularly important for leaders and individuals in positions of authority, as they are frequently required to address audiences and communicate their ideas effectively. In summary, speaking is a crucial component of human communication that has numerous benefits for personal and professional development. By improving their speaking skills, individuals can become more effective communicators, enhance their relationships, and advance in their careers. 14 2.2.3 Elements in speaking - Fluency This is the ability to speak smoothly and with ease, without hesitation or pauses. It involves expressing oneself naturally and conveying the intended message clearly and coherently. A fluent speaker can convey their thoughts and ideas without getting stuck or losing track of their thoughts. Fluency is important for building rapport with the audience, as it allows the speaker to maintain their attention and confidently convey their message. Fluent speakers can use intonation, rhythm, and other aspects of speech to enhance their message, making their communication more engaging and memorable. (reference) - Accuracy This is the correctness and precision of the spoken language. It involves using grammar and vocabulary appropriately and conveying ideas clearly and precisely. An accurate speaker uses language that is free of errors and effectively conveys their message. Accuracy is important for avoiding misunderstandings and ensuring that the message is conveyed correctly. An accurate speaker can communicate their ideas clearly and precisely, which can help them build credibility with their audience and establish themselves as an authority on the topic. (reference) 2.4 Previous studies (20 studies) Summarize previous studies theo mẫu Truong, T. N. N., & Wang, C. (2019). Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language. System, 84, 123–132. Truong and Wang (2019) investigated the English language self-efficacy beliefs of Vietnamese students as related to gender, regions, language learning experience, and English proficiency. The questionnaire of English Self-Efficacy consists of 32 items to measure English language self-efficacy in listening, speaking, reading, and writing. TOIEC was chosen as the English language proficiency test. 767 first year students in 9 disciplines participated in the study.The findings confirm the positive relationship between mastery experience, English language proficiency, and self-efficacy beliefs among college students. Student learning experience significantly predicted students’ self-efficacy or mastery experience is a significant source of self-efficacy beliefs. The results indicate that Asian students tend to report a medium level of self-efficacy because Asian culture embraces humbleness. Mỗi bài đều tóm tắt theo 4 ý chính này • • The purpose of the study The setting, participants, the method, research instruments 15 • • The results ( especially related to your study) The limitation of the study Writer viết 6 bài còn lại theo mẫu trên nhé Chia 7 Article bên dưới thành 3 nhóm: 1. Self-efficacy (English language, online…) nhóm này mang tính chất chung chung 2. Relationship ( speaking liên kết với các yếu tố khác) 3. English speaking self-efficacy Article 1 Chen & Wang (2018) examines the impact of competitive debate on EFL learners' speaking self-efficacy and performance. Results suggest that competitive debate can be an effective tool for improving self-efficacy and speaking performance. Article 2 An article by (Bandura, 1999) examines how speaking abilities and self-efficacy are related. A person's self-efficacy is the extent to which they have faith in their capacities to achieve desired outcomes. The article suggests that those who believe in their own abilities are more likely to succeed in speaking skills, engage in verbal communication, and have positive experiences with public speaking. The article also suggests that self-efficacy can be developed through positive experiences and constructive feedback. By experiencing success in speaking, individuals can increase their confidence and belief in speaking effectively. Furthermore, the article highlights the role of self-sufficiency in public speaking, as it can impact an individual's performance and ability to communicate effectively. A high sense of personal efficacy increases the likelihood that an individual will be a confident and engaging speaker, while those with low self-efficacy may struggle with anxiety and performance issues. The article suggests that self-efficacy is critical in 16 developing speaking skills and highlights the importance of positive experiences and feedback in building self-efficacy. Article 8 Truong and Wang (2019) investigates Vietnamese college students' expectations of their own ability to acquire English as a second language. The study's authors found that pupils with greater self-efficacy levels were more likely to participate in language learning activities, had higher motivation, and performed better on English proficiency exams. The study also identified several factors influencing self-efficacy, including past language learning experiences, teacher support, and peer interactions. The authors argue that teachers can boost their students' sense of self-efficacy by giving them constructive criticism, helping them establish realistic goals, and fostering an encouraging classroom atmosphere. This article, in common, highlights the benefits of self-efficacy to promote good language learning among Vietnamese university pupils. Article 9 Ho et al., (2020) examines how Chinese overseas students' confidence and fear of public speaking affect their efforts to acquire English. Higher self-efficacy predicted reduced public speaking anxiety in students. The authors suggest that educators can foster students' self-efficacy by providing opportunities for interaction and communication in the target language and targeted feedback and support. The results of this study can be used to help overseas students from China overcome their fear of public speaking and improve their language skills. Article 11 (Pham 2020), explores the factors that influence interaction in an online English course in Vietnam. This research focuses on students' confidence in their own abilities as a key variable influencing their engagement in virtual classroom discussions. Higher levels of self-efficacy were associated with greater likelihood of student engagement in classroom discussions and willingness to share personal perspectives. The study also identified the importance of teacher facilitation in promoting interaction among learners, particularly through the use of prompting questions and 17 feedback. The article highlights the need for online English courses to foster a supportive learning environment that promotes student engagement, self-efficacy, and interaction. Above all, the article stresses the significance of self-efficacy and instructor facilitation in fostering connection and participation in online language learning. Article 13 The article by (Kim et al. 2021) discusses the validity of the Quick English Self-Efficacy (QESE) scale for Vietnamese college students, specifically its construct validity and item difficulty order. The QESE scale stands out from the crowd because it is designed with ELLs in mind, can be used with US students, and can be translated into other languages. The study found that the QESE scale was extremely dependable and that the 7-point response categories accurately reflected individuals' various levels of confidence in their own abilities. The study's authors, however, stressed the need for more measures to fully capture participants' attitudes toward more advanced degrees of self-efficacy. Although most of the results for the order of item difficulty were in line with what was predicted for the Vietnamese educational context, there were a few outliers that could be attributable to cultural differences or different instructional methodologies. The research findings emphasize the requirement for further exploration with a more extensive qualitative research design. The article examines the connection between self-efficacy and public speaking, emphasizing the role that one's own confidence in one's own communication skills plays (Bandura, 2002). There is abundant evidence that a person's self-efficacy, which may be loosely defined as confidence in one's own skills to finish a particular task, significantly affects both communication anxiety and performance in public speaking. Individuals with higher self-efficacy in public speaking exhibit greater confidence and a greater ability to communicate effectively with their audience. The article suggests that the development of self-efficacy in public speaking can be facilitated through a variety of techniques, such as the rehearsal, visualization, and cognitive restructuring. These techniques can help individuals overcome negative self-talk and anxiety associated with public speaking. Furthermore, the article emphasizes the role of social persuasion and vicarious experiences in enhancing 18 self-efficacy. The article highlights the importance of self-efficacy in public speaking and suggests various strategies to enhance it. Developing self-efficacy can not only improve an individual's communication competence but also contribute to their overall well-being and success in various domains. 2.5 Theoretical framework of the study CHAPTER 3: METHODOLOGY (Chương này em chưa làm nên viết thì tương lai nhé em) The chapter presents the research design, setting, participants, research instruments, data collection, and analysis procedures used in the study. 3.1 Research design The study will employ a quantitative approach to investigate the English-speaking self-efficacy of non-English primary first-year students at Ho Chi Minh City University of Economics and Finance (UEF). The quantitative approach was used to collect and analyze numerical data, allowing statistical analysis and generalization of findings to a larger population. 3.2 Setting and participants. The study will be conducted at UEF, a leading institution for economics and finance in Vietnam. The target population is first-year students from various majors who had yet to study English as their primary language. The sample size will include about 100 students, and they were chosen using a convenience sampling method. The participants will be invited to participate in the study via email and given information about the research objectives and procedures. 3.3 Research Instruments The study utilized two research instruments to collect data: questionnaires and speaking performance tests. In this section, we will describe the questionnaire in detail. 3.3.1 Questionnaires The questionnaire used in this study was designed to collect data on the participants' 19 demographic information, English language learning experience, and self-efficacy beliefs related to speaking in English. The questionnaire consisted of three parts: Demographic Information This questionnaire section collected participants' age, gender, and central and English language learning experience. It aimed to provide a general understanding of the characteristics of the participants (Lestari et al., 2020). English Language Learning Experience This questionnaire section collected data on the participants' English language learning experience. The questions included 1. The years of English language learning, 2. The number of hours spent learning English per week, 3. The type of instruction received (e.g., classroom instruction, self-study), and 4. The participants' perceived English language proficiency level. Part 3: Self-Efficacy Beliefs Related to Speaking in English This section of the questionnaire collected data on the participants' self-efficacy beliefs related to speaking in English. The questions included their confidence level in speaking English in different situations (e.g., speaking in front of a group or speaking to a native speaker), their perceived ability to understand and use English, and their perception of the importance of speaking English in their academic and professional lives. The questionnaire used a Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree) to measure the participants' responses. The participants were asked to rate their responses based on their beliefs and experiences. The questionnaire was designed in English and was piloted with a group of students to ensure its clarity and comprehensibility. The questionnaire took approximately 10-15 minutes to complete and was administered online using Google Forms. The questionnaire used in this study aimed to collect data on the participants' demographic information, English language learning experience, and self-efficacy beliefs related to speaking in English. It was designed using a Likert-type scale and 20 piloted with a group of students to ensure clarity and comprehensibility. The questionnaire took approximately 10-15 minutes to complete and was administered online using Google Forms. 3.3.2 Speaking Performance Test The second research instrument used in this study was a speaking performance test. The test aimed to assess the participants' English speaking ability and provide a more objective measure of their self-efficacy beliefs related to speaking in English. 3.4 Data Collection and Analysis 3.4.1 Contact Teacher for Permission Before data collection could begin, the researchers needed permission from the relevant authority at the Ho Chi Minh City University of Economics and Finance. The researchers contacted the head of the English Department to seek permission to conduct the study. After obtaining permission, the researchers contacted the participating students' teachers to inform them about the study and to seek their cooperation in administering the questionnaires and speaking tests. Once the teachers agreed to participate, the researchers provided them with a detailed explanation of the study's objectives and procedures and a copy of the informed consent form to distribute to their students. The informed consent form explained the purpose of the study, the procedures involved, and the rights of the participants. The students were asked to sign the form to indicate their voluntary participation in the study. 3.4.2 Send Link Google Form After obtaining the necessary permissions, the researchers created a questionnaire using Google Forms. The questionnaire consisted of 30 items measuring participants' English-speaking self-efficacy. The questionnaire was designed to be completed online and was accessible via a link that was sent to the participating students. The link to the questionnaire was sent to the teachers, who then forwarded it to their students. The students were given a week to complete the questionnaire. The researchers also provided the students with clear instructions on completing the questionnaire and assured them that their responses would be confidential. 3.4.3 Collect Data 21 Once the participants had completed the questionnaire, the researchers downloaded the data from Google Forms and stored it securely. The data collected from the questionnaire was in the form of Likert-scale responses and was analyzed using statistical software. 3.4.5 Code Data Once the speaking test had been completed, the recordings were transcribed and coded for analysis. The coded data were analyzed using statistical software to determine the participants' English speaking ability and examine the relationship between their self-efficacy beliefs and speaking performance. The data collection procedures used in this study involved obtaining permission from the relevant authority, creating a questionnaire using Google Forms, administering the questionnaire online, scheduling and conducting the speaking test, and analyzing the collected data using statistical software. The data collected was kept confidential, and the participants were assured of their rights throughout the study. 22 References 1. Alqurashi, E., 2016. Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research (CIER), 9(1), pp.45-52. 2. A Survey of Self-Efficacy and Speaking Anxiety among Non-Native English Speakers in Advanced ESL Classes - https://files.eric.ed.gov/fulltext/ED503321.pdf 3. Artino, A. R. (2008). Motivational beliefs and perceptions of instructional quality: Predicting satisfaction with online training. Journal of computer assisted learning, 24(3), 260-270. 4. Cropley, A.J. and Kahl, T.N., 1983. Distance education and distance learning: Some psychological considerations. Distance Education, 4(1), pp.27-39. 5. Ho, N. T. T., Sivapalan, S., Pham, H. H., Nguyen, L. T. M., Van Pham, A. T., & Dinh, H. V. (2020). Students' adoption of e-learning in emergency situation: the case of a Vietnamese university during COVID-19. Interactive Technology and Smart Education, 18(2), 246-269. 6. Hodges, C. B. (2008). Self‐efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3‐4), 7-25. 7. Hixon, E., Barczyk, C., Ralston-Berg, P., & Buckenmeyer, J. (2016). The Impact of Previous Online Course Experience RN Students' Perceptions of Quality. Online Learning, 20(1), 25-40. 8. Kim, D. H., Wang, C., & Truong, T. N. N. (2021). Psychometric properties of a self-efficacy scale for English language learners in Vietnam. Language Teaching Research, 13621688211027852. 9. Lee, J., & Van den Berg, P. (2014). Self-efficacy and foreign language speaking proficiency: A study of Korean EFL learners. System, 42, 172-183. https://doi.org/10.1016/j.system.2014.04.003 10. Leong, L.M. and Ahmadi, S.M., 2017. An analysis of factors influencing learners' English speaking skill. 11. Li, C. (2017). The effect of self-efficacy on EFL learners' speaking proficiency: From the perspective of gender differences. The Asian EFL Journal Quarterly, 23 19(1), 115-133. Retrieved from https://www.asian-efl-journal.com/quarterly-2017-1.php 12. Jafarzadeh, M., & Jafarzadeh, M. (2018). The impact of self-efficacy on EFL learners' speaking skills: A meta-analysis. System, 77, 35-46. https://doi.org/10.1016/j.system.2018.09.007 13. Kalaivani, M., & Meenakshi, S. (2016). Self-efficacy, language anxiety and speaking performance. International Journal of English Language Education, 4(3), 184-199. https://doi.org/10.5296/ijele.v4i3.10332 14. Kreth, Q., Spirou, M.E., Budenstein, S. and Melkers, J., 2019. How prior experience and self-efficacy shape graduate student perceptions of an online learning environment in computing. Computer Science Education, 29(4), pp.357-381. 15. Kuo, Y.C., Walker, A.E., Schroder, K.E. and Belland, B.R., 2014. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The internet and higher education, 20, pp.35-50. 16. Martin, K., 2005. Self-efficacy as an evaluation measure for programs in support of online learning literacies for undergraduates. The Internet and higher education, 8(4), pp.307-322. 17. Muretta Jr, R.J., 2005. Exploring the four sources of self-efficacy (Doctoral dissertation, ProQuest Information & Learning). 18. O'Mahony, B. (2016). Sources of self-efficacy in EFL learners of English as a foreign language: A qualitative study. System, 57, 109-120. https://doi.org/10.1016/j.system.2016.01.003 19. Pham, N. T. (2020). Factors influencing interaction in an online English course in Vietnam. VNU Journal of Foreign Studies, 36(3). 20. Peterson, T. O., & Arnn, R. B. (2005). Self‐efficacy: The foundation of human performance. Performance Improvement Quarterly, 18(2), 5-18. 21. Rao, P.S., 2019. The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), pp.6-18. 24 22. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231. 23. Truong, T. N. N., & Wang, C. (2019). Understanding Vietnamese college students' 24. Wang, A.Y. and Newlin, M.H., 2002. Predictors of web-student performance: The role of self-efficacy and reasons for taking an online class. Computers in human behavior, 18(2), pp.151-163. 25. Zimmermann, B. (2011). Exploring the role of self-efficacy in second language speaking. System, 39(3), 446-455. https://doi.org/10.1016/j.system.2011.05.002 26. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1 27. Zimmermann, B. (2011). Exploring the role of self-efficacy in second language speaking. System, 39(3), 446-455. https://doi.org/10.1016/j.system.2011.05.002 28. Gohar, M., & Zarei, S. (2013). The role of self-efficacy in English speaking skill among Iranian EFL learners. Theory and Practice in Language Studies, 3(3), 447-453. https://doi.org/10.4304/tpls.3.3.447-453 29. Lee, J., & Van den Berg, P. (2014). Self-efficacy and foreign language speaking proficiency: A study of Korean EFL learners. System, 42, 172-183. https://doi.org/10.1016/j.system.2014.04.003 30. Kalaivani, M., & Meenakshi, S. (2016). Self-efficacy, language anxiety and speaking performance. International Journal of English Language Education, 4(3), 184-199. https://doi.org/10.5296/ijele.v4i3.10332 31. O’Mahony, B. (2016). Sources of self-efficacy in EFL learners of English as a foreign language: A qualitative study. System, 57, 109-120. https://doi.org/10.1016/j.system.2016.01.003 32. Li, C. (2017). The effect of self-efficacy on EFL learners’ speaking proficiency: From the perspective of gender differences. The Asian EFL Journal Quarterly, 19(1), 115-133. Retrieved from https://www.asian-efl-journal.com/quarterly-2017-1.php 33. Chen, C., & Wang, M. (2018). Enhancing EFL learners’ speaking self-efficacy and performance through competitive debate. System, 73, 123-133. 25 https://doi.org/10.1016/j.system.2018.04.005 34. Jafarzadeh, M., & Jafarzadeh, M. (2018). The impact of self-efficacy on EFL learners’ speaking skills: A meta-analysis. System, 77, 35-46. https://doi.org/10.1016/j.system.2018.09.007 35. Etemadi, H., Salehi, M., & Haseh, H. (2019). The impacts of self-efficacy and self-esteem on EFL learners’ speaking proficiency and foreign language anxiety. International Journal of Applied Linguistics & English Literature, 8(3), 98-106. https://doi.org/10.7575/aiac.ijalel.v.8n.3p.98B. 36. Self-Efficacy and Speaking Anxiety in Distance Education Students: A Survey Study - https://files.eric.ed.gov/fulltext/EJ1095062.pdf 37. The Relationship between Self-Efficacy and Speaking Anxiety in EFL Learners: A Survey Study - https://files.eric.ed.gov/fulltext/ED566502.pdf 38. Self-Efficacy and Speaking Anxiety in EFL Learners: A Survey Study https://files.eric.ed.gov/fulltext/ED566841.pdf 39. A Survey of Self-Efficacy and Speaking Anxiety among Non-Native English Speakers in Advanced ESL Classes - https://files.eric.ed.gov/fulltext/ED503820.pdf 40. Self-Efficacy and Speaking Anxiety: A Survey of ESL Learners https://files.eric.ed.gov/fulltext/ED385748.pdf 41. Self-Efficacy and Speaking Anxiety in College English Learners: A Survey Study - https://files.eric.ed.gov/fulltext/ED485971.pdf 42. The Relationship between Self-Efficacy and Speaking Anxiety in EFL Learners: A Survey Study - https://files.eric.ed.gov/fulltext/ED563884.pdf 43. A Survey of Self-Efficacy and Speaking Anxiety among Non-Native English Speakers in Advanced ESL Classes - https://files.eric.ed.gov/fulltext/ED503321.pdf 44. Self-Efficacy and Speaking Anxiety: A Survey of ESL Learners https://files.eric.ed.gov/fulltext/ED385941.pdf 45. Self-Efficacy and Speaking Anxiety among College ESL Learners: A Survey Study - https://files.eric.ed.gov/fulltext/ED485972.pdf 46. Hsu, J. T. (1997). Value, expectancy, metacognition, resource management, and 26 academic achievement: A structural model of self-regulated learning in a distance education context (Doctoral dissertation). Retrieved from https://www.learntechlib.org/p/120360/ 47. Johnson, B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Thousand Oaks, CA: Sage Publications. 48. Johnson, L., Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014 higher education edition. Austin, TX: New Media Consortium. 49. Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). In massive open online courses, self-regulated learning strategies predict learner behavior and goal attainment. Computers & education, 104, 18–33. https://doi.org/10.1016/j.compedu.2016.10.001 50. Lee, C. Y. (2002). The impact of self-efficacy and task value on satisfaction and performance in a Web-based course (Unpublished doctoral dissertation). University of Central Florida, Orlando, FL. 51. Lee, D., Watson, S. L., & Watson, W. R. (2019). Systematic literature review on self-regulated learning in massive open online courses. Australasian Journal of Educational Technology, 35(1), 28-41. https://doi.org/10.14742/ajet.3749 52. Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005 53. Astuti, N. T. (2022) “The effect of self efficacy and learning independence on English speaking ability,” Pedagonal : Jurnal Ilmiah Pendidikan, 6(1), pp. 21–30. doi: 10.55215/pedagonal.v6i1.4928. 54. Lestari, D. A., Yeni, M. and Purwanti, S. E. (2020) “Students’ self efficacy in speaking English,” J-SHELVES OF INDRAGIRI (JSI), 2(1), pp. 14–19. doi: 27 10.32520/jsi.v2i1.1478. 55. Lestari, Z. W. et al. (2020) “Students’ self efficacy in learning English: A case study at a vocational high school,” in Proceedings of the International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press. 56. Safitri, D. E. (2021) “The sense of self efficacy of pre-service English teachers in EFL context,” SAGA: Journal of English Language Teaching and Applied Linguistics, 2(2), pp. 121–132. doi: 10.21460/saga.2021.22.79. 57. Safura, S. and Helmanda, C. M. (2022) “Students teachers’ self- efficacy and teaching effectiveness,” International Journal of English Education and Linguistics (IJoEEL), 4(2), pp. 53–59. doi: 10.33650/ijoeel.v4i2.4653. 58. Suharja, S. (2020) “Correlation of self efficacy to the students’ speaking performance in EFL context at university of dayanu ikhsanuddin baubau,” English Education Journal, pp. 17–25. doi: 10.55340/e2j.v6i1.285. 59. Wijaya, K. F. and Mbato, C. L. (2020) “English language education students perceptions of self efficacy in public speaking class,” Journal of English Language Teaching and Linguistics, 5(1), p. 29. doi: 10.21462/jeltl.v5i1.379. 60. Yough, M. (2019) “Tapping the sources of self-efficacy: Promoting preservice teachers’ sense of efficacy for instructing English language learners,” The Teacher educator, 54(3), pp. 206–224. doi: 10.1080/08878730.2018.1534031. CHAPTER 1 INTRODUCTION 1.1 The background of the study - The importance of English -> the importance of English speaking - The importance of self-efficacy in English speaking? ➔ This study is conducted because? 1.2 Problem statement (DESCRIBE THE PROBLEM YOU SEE) - The current situation in UEF: students’ speaking skill? How is their speaking self-efficacy? Any problems? - The current situation in literature? Any need for investigating this study? 1.3 The rationale of the study (reasons for conducting this study?) - To solve the problem above: students’ lack of speaking self-efficacy? To have a better understanding of the current situation and find out solutions for helping students improve their speaking self-efficacy? -> Improving speaking skills - To fill the gap in literature, especially in the Vietnamese context 1.4 The aims and research questions Aims: Research questions: 1) How do students perceive their self-efficacy in speaking English? (To answer this question, you adopt a questionnaire from previous study and adjust it to fit your study, then distribute to the students so that they fill out the questionnaire) 2) Is there any relationship between students’ speaking self-efficacy and their speaking ability based on their speaking performance test? (To answer this question you collect students speaking scores and their questionnaire, run the correlational test to see their relationship) 1.5 The significance of the study - Theoretically, contribute to the understanding of speaking self-efficacy in literature: its importance? - Practically, how can your findings help teachers in teaching speaking? Students in learning speaking? 1.6 The scope of the study Mention the purpose of your study, the number of participants, the place you will conduct your study The essay is about English speaking skills, so the writer should change the print font accordingly Appendix A. English Public Speaking Self-Effificacy Scale 1. When giving an English speech in public, I can speak with accuracy (with no/few mistakes). 2. When giving an English speech in public, I can speak with fluency. 3. When giving an English speech in public, on an unfamiliar/diffificult topic, I can always speak effectively. 4. When giving an English speech in public, I can speak with emotion. 5. I can give an English speech in public when I am very nervous. 6. When giving an English speech in public, I can speak with confidence. 7. When giving an English speech in public, I can organize my speech so that the conclusion follows logically from what was previously said. 8. When giving an English speech in public, I can use appropriate language (e.g., vocabulary, grammatical structures) to address different topics. 9. When giving an English speech in public, I can make my central idea clear to the audience. 10. When giving an English speech in public, I can use inductive techniques (proceeding from details to generalization/ argument) to structure a speech. 11. When giving an English speech in public, I can use deductive techniques (proceeding from generalization/argument) to structure a speech. 12. When giving an English speech in public, I can use the conclusion to restate my main points. Appendix B. Sources of Self-Effificacy in English Public Speaking Enactive Mastery Experience (EME) 13. In the past, when I gave English speeches in public, I introduced a topic clearly. 14. In the past, when I gave English speeches in public, I made my points clear to the audience. 15. In the past, when I gave English speeches in public, I organized my speech so that the conclusion flowed logically from what was previously said. 16. In the past, when I gave English speeches in public, I addressed a familiar topic effectively. 17. In the past, when I gave English speeches in public, I used concise language. Vicarious Experience (VE) 18. When my peers at my level of English-speaking ability give English speeches in public, I have seen them support the central idea of the speech with rich evidence. 19. When my peers at my level of English-speaking ability give English speeches in public, I have seen them address a familiar topic effectively. 20. When my peers at my level of English-speaking ability give English speeches in public, I have seen them organize their speech so that the conclusion flows logically from what was previously said. Verbal Persuasion (VP) 21. My teachers/instructors/peers/audience/parents have praised my ability to employ rhetorical devices (e.g., metaphor, similar, parallelism, repetition, alliteration, etc.) in my speech. 22. My teachers/instructors/peers/audience/parents have praised my ability to use different techniques to conclude a speech (e.g., using summary, restatement, or rhetorical questions, etc.). 23. My teachers/instructors/peers/audience/parents have praised my ability to use appropriate language (e.g., vocabulary, grammatical structures) to address different topics. Physiological and Affective States (PAS) 24. When giving an English speech in public, I felt nervous. 25. When giving an English speech in public, I got stressed. 26. When giving an English speech in public, I got anxious.
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An investigation of English-speaking self-efficacy of non-English major first-year
students at Ho Chi Minh City University of Economics and Finance

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CHAPTER 1: INTRODUCTION
1.1 The background of the study
English has become a meaningful way for people worldwide to communicate and
is also essential in fields like business, education, and research. In Vietnam, speaking
English well is important because it is a critical skill for economic growth and
integration into the global economy. In recent years, the Vietnamese government has
made it easier for people to learn and teach English. This is because it is an important
language for success in the global market. Even though English is becoming more
critical, many Vietnamese students still need help speaking it well. This is especially
true for students who do not study it as their major because they often have fewer
chances to use and improve their language skills.
Research has shown that self-efficacy is fundamental to studying a language or
even believing someone can do a particular job (Kim, Wang, Ahn & Bong, 2015).
Students with high levels of self-efficacy in English are more likely to participate in
communicative activities, keep learning, and eventually reach higher proficiency
levels. So, this study examines the self-efficacy of first-year students at Ho Chi Minh
City University of Economics and Finance who need to speak English as their first
language. By understanding what affects self-efficacy in English speaking, teachers
can develop better ways to help students learn languages and improve their language
skills (Hsu, 1997).
The study is going to look at many elements affecting the feeling of self-efficacy in
English. These include the students' previous language learning experiences, their
exposure to English, their feelings about English, and their motivation to learn the
language. By looking at these factors, the study hopes to find out how teachers can
help students learn languages and improve their confidence in speaking.
In the end, speaking English is becoming increasingly important for people who
want to be successful in many fields. However, many Vietnamese students need help
learning to speak it well, which several things can cause. This study looks at the
self-efficacy of first-year Ho Chi Minh the City University of Economics and Finance
students who need to speak English as their first language. The goal is to improve
language learning strategies and help students improve their language skills.

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1.2 Problem statement
All Ho Chi Minh City University of Economics and Finance (UEF) students are
taught in English regardless of their major. Non-English primary first-year students, on
the other hand, often need help establishing promising English-speaking talents, which
might impede their academic and professional growth. This is particularly true in a
globalized society where English is the dominant language.
A fundamental problem for educators in establishing successful language learning
programs is the need for more data on the English-speaking self-efficacy of
non-English primary first-year students at UEF. Educators need a firm grasp of the
particular obstacles they confront to design targeted interventions that address the
requirements of this student group.
As a result, the problem statement for this study is twofold: first, to investigate the
English-speaking self-efficacy of non-English primary first-year students at UEF, and
second, to add to the literature on self-efficacy in language acquisition, especially in a
non-Western setting. By addressing these issues, this study will aid educators at UEF
and other institutions in developing more effective language learning programs that
meet the unique needs of non-English significant students. The research will use a
mixed-methodologies strategy, incorporating quantitative and qualitative data
gathering and analysis methods. The project will collect quantitative data on students'
English-speaking self-efficacy and attitudes about English using questionnaires and
qualitative data through interviews with a sample of students to better understand the
variables that impact their self-efficacy.
The results of this research will add to the literature on self-efficacy in language
acquisition, particularly in non-Western settings such as Vietnam, by providing
valuable insights into the English-speaking self-efficacy of non-English primary
first-year students at UEF. The findings of this research will also help educators at
UEF, and other institutions design more effective language learning programs that
address the specific requirements of a non-English primary first-year student (John &
Christesen, 2017).

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1.3 The rationale of the study
Speaking English is becoming critical for individuals seeking to advance their
careers and gain access to higher education. Thus, it is essential to understand why
some students struggle with developing their English-speaking skills and explore the
factors affecting their self-efficacy in learning the language (John et al., 2014). By
investigating the English-speaking self-efficacy of UEF's first-year non-English majors,
this research will provide a more in-depth understanding of the unique challenges and
experiences of language learners in Vietnam. This knowledge can help educators
develop effective strategies to support language learning and improve students'
language proficiency.
Additionally, this research can contribute to filling the gap in the literature on
self-efficacy in language learning, particularly in non-Western settings. Improving
students' English-speaking skills can also significantly benefit their personal and
professional development. For example, it can enable them to communicate more
effectively with colleagues and customers from different countries, expanding their
career opportunities. Moreover, proficiency in English can also open doors for students
to attend graduate school abroad, engage in international research collaborations, and
participate more significantly in the global economy. Therefore, this research can
enhance the prospects of UEF students by providing them with the skills they need to
succeed in an increasingly interconnected world.
1.4 The aims and research questions
The study has two specific objectives. To begin, it examines the factors influencing
English-speaking self-efficacy among UEF's non-English primary first-year students.
Secondly, it investigates the relationship between students' self-efficacy and speaking
performance in English.
Research Questions:
This study will address the following research questions to achieve its aim:
1. How do non-English primary first-year students at UEF perceive their
self-efficacy in speaking English?
2. Is there a relationship between non-English primary first-year students'
English-speaking self-efficacy and speaking ability based on their speaking

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performance test?
1.5 Significance of the Research
This study is theoretically significant because it adds to our knowledge of
self-efficacy in language learning in a non-Western culture. This research will
contribute to developing a complete model of language learning self-efficacy that
considers the unique cultural and environmental factors that influence language
learning in Vietnam by studying the factors that impact English-speaking self-efficacy
among non-English primary first-year students at UEF. This knowledge may help
shape future research on language acquisition self-efficacy in non-Western situations.
This study's practical ramifications are crucial for both instructors and students.
Teachers may construct more successful language learning programs that fulfill the
unique requirements of non-English primary first-year students at UEF by recognizing
the factors that influence students' English-speaking self-efficacy. Teachers, for
example, could concentrate on increasing students' speaking confidence via
communicative activities and feedback, highlighting students' strengths and areas for
growth. The findings of this study also assist instructors in determining which
instructional strategies are most helpful in increasing students' self-efficacy in
speaking English.
Additionally, the study's results may assist students in actively participating in their
language learning and developing the skills and confidence required for academic and
professional success. Students may be better able to adapt successful tactics to
improve their speaking skills if they grasp the relevance of self-efficacy in language
learning and recognize the components that contribute to it. As a result, there may be
more prospects for academic and professional growth in a global market where
English literacy is becoming more crucial.
1.6 The scope of the study
The research will focus on first-year students at the University of Economics and
Finance (UEF) in Ho Chi Minh City, Vietnam, learning English as their foreign
language. It will also look at how confident they feel about their English skills. This
study aims to determine how these students' self-efficacy and speaking skills are
linked.

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CHAPTER 2: LITERATURE REVIEW
2.1 Speaking self-efficacy
2.1.1 Definitions of self-efficacy
Self-efficacy is a mental concept that describes the opinion of one's potential to
attain goals and become successful in a few jobs. It is related to self-esteem,
motivation, and mental health and is vital for understanding how people approach and
deal with challenges in life. Men and women usually gauge their self-efficacy by
asking how confident they are to succeed in any activity or situation (Valiante &
Morris, 2013). When it involves communication and speaking, self-efficacy is
particularly crucial. People with high self-efficacy in speaking are more likely to take
chances, speak up in class or meetings, and handle difficult conversations (Bandura,
2001). Conversely, those with low self-efficacy tend to shy away from public speaking
and communication opportunities.
Studies have shown that self-efficacy is related to speaking ability and
performance. Those with higher self-efficacy tend to have better speaking abilities,
while those with lower self-efficacy tend to perform worse in speaking tasks. This
suggests that self-efficacy may be essential in one's ability to communicate
successfully.
Self-efficacy also plays a role in how people respond to feedback. People with
higher self-efficacy are more likely to accept feedback and use it to make positive
changes. In comparison, those with lower self-efficacy are more likely to resist
feedback and give up easily. This suggests that self-efficacy can influence how people
interpret and use feedback when speaking.
Self-efficacy also affects how people cope with anxiety and stress when speaking.
People with high self-efficacy better handle the stress of public speaking. In contrast,
those with lower self-efficacy are more likely to be overwhelmed by the experience.
This suggests that self-efficacy is related to how one responds to the stress of speaking
in public settings.
In summary, speaking is closely related to self-efficacy. Those with higher
self-efficacy tend to have better speaking skills and be better able to handle the stress
of public speaking. Conversely, those with lower self-efficacy tend to perform worse

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in speaking tasks and be more likely to be overwhelmed by the experience
(Zimmermann, 2011). Thus, self-efficacy is a crucial concern regarding speaking.
2.1.2 Sources of self-efficacy


Mastery experiences

Mastery experiences are a critical source of self-efficacy. This source of
self-efficacy reflects a person's past experiences of success in similar tasks or activities
(Muretta, 2005). If individuals have succeeded in the past, they are more likely to
believe they can do it again. When people trust themselves and think they have what it
requires to accomplish their objectives, their self-efficacy increases.
Muretta (2005) further explains that mastery experiences can be powerful
motivators for individuals to continue to pursue their goals, even when faced with
obstacles and challenges. When a person has achieved success in the past, they are
more likely to believe that their efforts will pay off in the future, and they are more
likely to persist in the face of difficulties. This persistence can lead to further success
and can reinforce a person's belief in their ability to succeed.
Additionally, mastery experiences can be cultivated deliberately. Individuals can
create positive experiences that contribute to their self-efficacy by seeking
opportunities to develop and improve their skills. This can involve setting achievable
goals, seeking feedback, and practicing new skills. Putting together these encounters
can assist people in producing a feeling of self-efficacy, which could positively
influence their professional and personal life.
− Vicarious experiences
Vicarious experiences are another vital source of self-efficacy. (Muretta 2005),
explains that this refers to observing others who a...


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