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- Publisher Website: 10.1016/j.esp.2020.02.001
- Scopus: eid_2-s2.0-85081249299
- WOS: WOS:000540860500001
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Article: Self-efficacy and english public speaking performance: A mixed method approach
Title | Self-efficacy and english public speaking performance: A mixed method approach |
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Authors | |
Keywords | English language proficiency EPS performance Self-efficacy Structure equation modeling |
Issue Date | 2020 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp |
Citation | English for Specific Purposes, 2020, v. 59, p. 1-16 How to Cite? |
Abstract | English public speaking (EPS) is increasingly gaining prominence and popularity around the world, and this is especially true for university students in China. While self-efficacy is typically strongly correlated with language performance in general (Pajares & Graham, 1999), very little is known about self-efficacy and EPS performance specifically. Grounded in self-efficacy theory (Bandura, 1997) and research on English for academic purposes and English-as-a-foreign-language (EFL) literature, the main purpose of this study is to postulate and test against data a hypothesized model of EPS performance predictors to examine the relationships among student background characteristics, theoretically postulated sources of EPS self-efficacy, and the relationship between EPS self-efficacy and EPS performance. Participants were 82 EFL students enrolled in a university-level EPS course in China. Both quantitative and qualitative methods were employed for data collection and analysis. ANOVA results indicated substantial EPS self-efficacy and speech performance growth throughout the semester. Path analysis results provided evidence regarding hypothesized relationships among variables; qualitative data helped gain more fine-grained understanding of such relationships. These results add knowledge to self-efficacy theory in the EPS domain, provide a foundation for more robust models in other contexts, and affirm the importance of EPS instructional practices. |
Persistent Identifier | http://hdl.handle.net/10722/293962 |
ISSN | 2023 Impact Factor: 3.2 2023 SCImago Journal Rankings: 1.204 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, X | - |
dc.contributor.author | Ardasheva, Y | - |
dc.contributor.author | Austin, BW | - |
dc.date.accessioned | 2020-11-23T08:24:21Z | - |
dc.date.available | 2020-11-23T08:24:21Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | English for Specific Purposes, 2020, v. 59, p. 1-16 | - |
dc.identifier.issn | 0889-4906 | - |
dc.identifier.uri | http://hdl.handle.net/10722/293962 | - |
dc.description.abstract | English public speaking (EPS) is increasingly gaining prominence and popularity around the world, and this is especially true for university students in China. While self-efficacy is typically strongly correlated with language performance in general (Pajares & Graham, 1999), very little is known about self-efficacy and EPS performance specifically. Grounded in self-efficacy theory (Bandura, 1997) and research on English for academic purposes and English-as-a-foreign-language (EFL) literature, the main purpose of this study is to postulate and test against data a hypothesized model of EPS performance predictors to examine the relationships among student background characteristics, theoretically postulated sources of EPS self-efficacy, and the relationship between EPS self-efficacy and EPS performance. Participants were 82 EFL students enrolled in a university-level EPS course in China. Both quantitative and qualitative methods were employed for data collection and analysis. ANOVA results indicated substantial EPS self-efficacy and speech performance growth throughout the semester. Path analysis results provided evidence regarding hypothesized relationships among variables; qualitative data helped gain more fine-grained understanding of such relationships. These results add knowledge to self-efficacy theory in the EPS domain, provide a foundation for more robust models in other contexts, and affirm the importance of EPS instructional practices. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp | - |
dc.relation.ispartof | English for Specific Purposes | - |
dc.subject | English language proficiency | - |
dc.subject | EPS performance | - |
dc.subject | Self-efficacy | - |
dc.subject | Structure equation modeling | - |
dc.title | Self-efficacy and english public speaking performance: A mixed method approach | - |
dc.type | Article | - |
dc.identifier.email | Zhang, X: xuezhang@hku.hk | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.esp.2020.02.001 | - |
dc.identifier.scopus | eid_2-s2.0-85081249299 | - |
dc.identifier.hkuros | 319266 | - |
dc.identifier.volume | 59 | - |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 16 | - |
dc.identifier.isi | WOS:000540860500001 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0889-4906 | - |