원문정보
초록
영어
Drawing on self-regulated learning theory and social cognitive theory, the study reported in this paper describes the development and psychometric evaluation of the Self-Efficacy for EFL Speaking Scale (SEESS), an instrument for assessing students’ perceived capability to speak English as a foreign language in the learning-to-speak process. Data were collected from 316 university EFL students in China. Exploratory and confirmatory factor analyses resulted in determination of three factors (i.e., performance self-efficacy, self-regulatory efficacy, and linguistic self-efficacy) with a strong psychometric basis. A second-order confirmatory factor analysis further provided empirical evidence to consider EFL speaking self-efficacy as a unitary construct with three correlated but distinct self-efficacy factors. In addition, the significant correlations between these EFL speaking self-efficacy factors and students’ EFL speaking learning strategies further confirmed the concurrent validity of the SEESS. Pedagogical implications of this study for classroom teaching and learning of EFL speaking were discussed.
목차
Introduction
Self-Efficacy and Self-Regulated Learning in General Education
Self-Efficacy in L2 Research
Self-Efficacy and Self-Regulated EFL Speaking Learning
Methods
Participants and Research Context
Instruments
Data Collection and Analysis Procedures
Results
Exploratory Factor Analyses
Confirmatory Factor Analyses
Second-Order Confirmatory Factor Analyses
Concurrent Validity
Discussion
EFL Speaking Self-Efficacy in the Chinese EFL context
Correlations between EFL Speaking Self-Efficacy and EFL Speaking Learning Strategies
Conclusion and Implications
Acknowledgements
The Authors
References