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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 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.
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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 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
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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, 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.
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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 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
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(Zimmermann, 2011). Thus, self-efficacy is a crucial concern with regard to speaking.
2.1.2 Sources of self-efficacy
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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
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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.
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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.
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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.
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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
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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
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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.
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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
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•
•
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
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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
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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
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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'
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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
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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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