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BEYOND CONFIDENCE: RETHINKING THE ROLE OF SELF-
EFFICACY IN ENGLISH SPEAKING SKILLS 

 
Fitri Charolina1, Virginia Gabrella Sengkey *2,  

1,2 Universitas Klabat, Manado, Indonesia 
 

*virginia.sengkey@unklab.ac.id 
 

ABSTRACT 

The objective of this study was to examine the correlation between students’ self-efficacy 
and their speaking ability. This quantitative research employed a descriptive and 
correlational design. Data were collected from 85 ninth-grade students at SMP Advent 
UNKLAB. Descriptive mean analysis and the Pearson Product-Moment Correlation 
Coefficient were utilized to address the research questions. The results indicated that: (1) 
students’ self-efficacy was measured at a mean score of 3.93, reflecting a high level; (2) 
students’ speaking ability scored an average of 95.18, categorized as very good; (3) the 
correlation analysis yielded a p-value of 0.429 and an R-value of -0.156, demonstrating no 
significant relationship between self-efficacy and speaking ability. Consequently, given the 
absence of a significant correlation between these variables, further investigation into other 
factors that may potentially influence students’ speaking ability is recommended. 

Keywords: English Speaking Skills, Language Learning Motivation, Oral Communication Competence, 
Second Language Acquisition, Self-Efficacy  

INTRODUCTION 

Students needed to possess self-efficacy in their ability to learn English because it was 
crucial for their educational success. Self-efficacy played a key role in students’ beliefs about 
their ability to achieve academic goals (Zhang et al., 2020). In other words, self-efficacy is 
linked to how people act, meaning that a person’s belief in their abilities influences both their 
actions and thoughts. Zelenak (2014) also supported Zhang et al.'s idea, explaining that self-
efficacy connects behavior and cognition. Essentially, self-efficacy was a student’s confidence 
in their ability to achieve or complete tasks. Graham (2011) expanded on Zelenak’s idea, 
stating that self-efficacy reflected how strongly a person believed they could achieve their 
goals or perform specific tasks. Furthermore, Tus (2020) noted that developing self-efficacy 
helped individuals quickly understand their self-esteem, including assessing how well they 
managed their responsibilities. In conclusion, when students foster self-efficacy, they 
strengthen their confidence in learning English and enhance their abilities to handle 
academic challenges. 

Building self-efficacy was particularly important in developing effective English-
speaking skills, a crucial component of successful communication. Speaking is a vital skill 
that people need to improve in order to communicate effectively. Mustaveya, cited in 
Istiqoomah (2021), mentioned that speaking is a language skill that involves the speaker 

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forming oral words and phrases into coherent sentences. These sentences ultimately yield 
results in the communication process. Deli et al. (2019) claimed that speaking was a vital 
skill to acquire, as it enabled students to utilize and share knowledge effectively. However, 
speaking was quite difficult for students because they needed to generate words 
spontaneously while conversing in a language that was not their native tongue. In Indonesia, 
English presented its own challenges, as students often struggled to articulate words due to 
a lack of exposure to the language, resulting in uncertainty in their speaking abilities(Hosni, 
2014). So, it was essential to have a supportive environment that encouraged the practice of 
English. Moreover, Hidayah (2022) highlighted the importance of building students’ 
confidence, particularly in their self-efficacy. In conclusion, helping students feel confident 
in their English-speaking abilities improved their self-efficacy and enhanced their overall 
success in communication.  

The researchers found some problems related to students’ self-efficacy. For instance, 
research on secondary school students in Aksaray, Turkey, revealed low self-efficacy, 
indicating that excessive TV and internet use detracted from time spent practicing English, 
thereby reducing students’ focus and confidence (Demir, 2017). Similarly, Puspita (2019) 
found that eighth-grade students at SMPN 16 Bengkulu in Indonesia had low self-efficacy 
due to feelings of shyness and a belief that they could not speak well, despite their efforts. 
Addressing the problem of self-efficacy was crucial for enhancing students’ self-efficacy in 
English learning, thereby fostering greater engagement and confidence in their speaking 
abilities. 

Moreover, regarding speaking ability, research confirmed that many students 
struggled with this skill. Khan and Ali (2010) found that 62.5% of students in their first and 
second years at Colleges University of Peshawar, Pakistan, had low speaking ability. 
Similarly, Fahmi et al. (2021) reported an average English-speaking score of 59.34 among 
second-grade students at Darul Ulum Islamic Banda Aceh.  Additionally, Mogea (2019) found 
that among first-year students at SMA Negeri 1 Ratahan, only 1 out of 30 students (3.3%) 
possessed an excellent speaking ability. The majority performed at a fair level, with 13 
students (43.3%), while 16 students (53.3%) were at a poor level. These findings underlined 
the need for support in developing students’ speaking skills. 

The relationship between self-efficacy and speaking ability has shown inconsistent 
results across various studies, indicating the need for further investigation. For example, 
Demir (2017) at Firat University in Turkey, Idrus and Salleh (2017) at Petronas University 
in Malaysia, and Serasi and Fransiska (2020) at SMPN 09 Bengkulu Tengah found a 
significant positive correlation between self-efficacy and speaking ability. However, Lestari’s 
(2019) study proved that self-efficacy alone did not determine speaking ability, as students 
with low confidence could still perform well if they possessed the necessary skills. Also, Au 
and Bardakçı (2020) in Turkey and Rafiqa and Fitriani (2023) in Sulawesi Barat University 
found no significant correlation between student self-efficacy and their speaking ability. 
These conflicting results indicated the need for additional studies to clarify the relationship 
between self-efficacy and speaking ability. 

As previous researchers obtained different results, the researchers were interested in 
knowing if there was a significant correlation between students’ self-efficacy and their 

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speaking ability, especially in the ninth grade of SMP Advent UNKLAB. One of the researchers 
has asked an English teacher at SMP Advent UNKLAB about the students’ self-efficacy and 
speaking ability. The teacher stated that based on personal observation in the class, there 
were students with low self-efficacy, as well as some with high self-efficacy. Specifically, the 
teacher explained that in every class, there were students who lacked confidence in their 
speaking abilities.  Additionally, the researchers observed that in almost every ninth-grade 
class, several students struggled to speak English, particularly when pronouncing certain 
words. Some students were very confident but made mistakes when speaking, while others 
seemed to have low self-confidence but spoke well. Thus, to confirm what was reported by 
the teacher and the researcher’s observations regarding students’ self-efficacy and their 
speaking ability, the researchers felt it necessary to provide scientific evidence. The 
researchers also found a lack of research on self-efficacy and speaking ability at this school. 
Therefore, the researchers believed it was essential to conduct this study at the school to 
determine if these two variables were significantly related. This study aimed to examine the 
level of student self-efficacy and their level of speaking ability. In addition, this study aimed 
to investigate whether there was a significant correlation between student self-efficacy and 
their speaking ability in learning English. 

METHODS 

To conduct this study, the researchers employed a quantitative method. It was referred 
to as quantitative research because it employed questionnaires and tests (Creswell, 2019). 
Creswell (2013) explained that quantitative research was a research method that used 
numerical data to collect and analyze information regarding a specific phenomenon or issue. 
This meant that the quantitative method was a research method that focused on numerical 
calculations. To explain the level of students’ self-efficacy and speaking performance, the 
researchers used a descriptive design. According to Nassaji (2015), descriptive research is a 
scientific approach that involves observing a selected population within its natural 
environment. This meant that descriptive design involved studying and describing a group 
or situation as it naturally occurred, without changing anything. Additionally, the 
researchers employed the correlation method to investigate the relationship between 
students’ self-efficacy and their speaking ability. According to McCombes (2019), a 
correlational research design assesses the relationship between two variables without the 
researcher exerting control over either one. Thus, the researchers employed descriptive and 
correlational research designs. 

The respondents in this study were students from SMP Advent UNKLAB, specifically 
those enrolled in the second semester of the 2024/2025 school year. The researchers 
distributed the questionnaire to 85 students and the speaking test to 85 students, specifically 
from grade nine B, C, and D. However, the actual number of retrieved questionnaires was 85. 
In comparison, only 28 students completed the test. In this study, the researchers used the 
convenience sampling technique. According to Rahi (2017), convenience sampling refers to 
gathering data from a research population that is easily accessible to the researchers. 
Therefore, only students who were available during the data collection period were included 
in the sample of this study. 

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The instruments used in this research were an adapted questionnaire and a test. The 
questionnaire was adapted from Asakereh and Dehghannezhad (2015) to collect data on 
student self-efficacy in speaking. The researchers modified the questionnaire, which 
contained 20 items assessing student self-efficacy based on Bandura’s (1977) four sources 
of self-efficacy. The questionnaire had four scales: Strongly Disagree (1), Disagree (2), Agree 
(3), and Strongly Agree (4). Moreover, to measure students’ speaking ability, particularly in 
pronunciation, the researchers used a reading text from the ninth-grade lessons of the school 
students that included words they were expected to master based on the text. This test was 
self-constructed based on the students’ English textbook. The researchers then gave 1 point 
for each correctly pronounced word and 0 points for incorrect pronunciation. For scoring, 
the researchers calculated the score by dividing the number of correct answers by the total 
number of items and then multiplying by 100.  

The descriptive analysis of mean scores was used to answer the first and second 
research questions about the students' self-efficacy levels and speaking ability. Then, for the 
final question, the researchers used the Pearson product-moment coefficient to find the 
relationship between student self-efficacy and speaking ability. 

RESULTS 

The Level of Students’ Self-Efficacy 

 The researchers used descriptive statistics to find the level of students’ self-efficacy 
in learning English. The mean score of students’ self-efficacy, based on the research 
conducted, is 3.98. According to the interpretation of the data on students’ self-efficacy, the 
data falls within the range of 3.50 –4.49. Based on this interpretation, the level of self-efficacy 
of ninth-grade students of SMP Advent UNKLAB was high. This indicates that students 
generally believe in their ability to succeed in learning English. 

Table 1. The Mean Score of the Level of Students Self- Efficacy 

 N Minimum Maximum Mean Std. Deviation 

Self- Efficacy 28 3.00 5.00 3.93 0.539 
Valid N (listwise) 28     

Moreover, Table 2 presents the mean score of students’ self-efficacy based on the four 
factors: mastery experience, vicarious experience, social persuasion, and physiological state.  

Table 2. The Mean Score of the Four Indicators of Self-Efficacy 

 N Minimum Maximum Mean Std. Deviation 

Mastery Experience 28 2.71 4.71 3.94 0.52 
Vicarious Experience 28 2.00 5.00 3.63 0.80 

Social Persuasion 28 2.40 4.60 3.68 0.64 
Physiological State 28 2.60 5.00 4.00 0.54 

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Based on this data, the researchers concluded that students at SMP Advent UNKLAB 
exhibit high self-efficacy across all four indicators. This suggests students feel confident in 
their abilities based on their previous achievements (mastery experience). They also benefit 
from vicarious experiences, where observing others' successes helps them believe in their 
own potential. Social persuasion, such as encouragement from family, teachers, and peers, is 
vital in reinforcing their belief in their ability to succeed. Lastly, the students' physiological 
state reflects a positive emotional response to success, feeling happy and confident, while 
negative perceptions, such as anxiety or fear, may arise when success is viewed negatively. 

Level of Students’ Speaking Ability 

As shown in Table 3, the mean score of students’ speaking ability was 95.18. Based on 
the data interpretation of students’ speaking ability, their speaking ability fell within the 
range of 85-100, indicating that the ninth-grade students of SMP Advent UNKLAB had very 
good speaking ability. In other words, this indicates that their speaking ability exceeds an 
acceptable level, which may be attributed to various factors, such as the environment, teaching 
methods used, their daily English-speaking habits, or other factors. 

Table 3. The Mean Score of the Level of Students’ Speaking Ability 

 N Minimum Maximum Mean Std. Deviation 

Speaking ability 28 70.00 100.00 95.18 6.452 
Valid N (listwise) 28     

Correlation Between Students’ Self-efficacy and Their Speaking Ability 

The third research question of this study was to determine if there was a significant 
relationship between students’ self-efficacy and their speaking ability, as measured using the 
Pearson Product-Moment Correlation Coefficient. Regarding this correlation, the results 
showed a p-value of 0.429. McLeod (2019) specified that the value is statistically significant 
if the p-value is smaller than 0.05 or 5%. Furthermore, if the p-value is smaller than 0.05 or 
5% then H0 is rejected and Ha is retained (McLeod, 2019). Therefore, the result obtained in 
this study (p-value = 0.429) showed no significant correlation between students’ self-efficacy 
and their speaking ability. Since the p-value is higher than 0.05 or 5%, H0 is retained, 
meaning there is no significant correlation between students’ self-efficacy and their speaking 
ability, while Ha is rejected. This means that whether students have low, moderate, or high 
self-efficacy does not correlate with their speaking ability. 

Table 4. Correlation between Students’ Self-Efficacy and Their Speaking Ability 

  Self- Efficacy 

Speaking Ability Pearson Correlation -0.156 
 Sig. (2-tailed) 0.429 
 Nama 28 

Additionally, the significant correlation between students’ self-efficacy and their 
speaking ability was found to be r = -0.156. Based on the correlation criteria, a value less 

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than 0.3 indicates no correlation. Therefore, this result helps explain why there is no 
significant correlation between the two variables, as the strength of the correlation between 
students’ self-efficacy and their speaking ability falls into the category of no correlation. 
However, although the correlation is not significant, it is interesting to see that the r result 
was negative. This means that the higher the students’ self-efficacy, the lower their speaking 
ability and vice versa. 

DISCUSSION 

The Level of Students’ Self-Efficacy  

The present study reveals that the ninth-grade students at SMP Advent UNKLAB 
exhibit a high level of self-efficacy in learning English, with a mean score of 3.93 falling within 
the range of 3.50 to 4.49. This finding aligns with previous research indicating that students 
who perceive themselves as capable learners tend to demonstrate greater confidence and 
motivation in their language learning endeavors. For instance, Sari (2016) found that 
students with high self-efficacy were more likely to engage actively in English 
communication with their peers, highlighting the positive relationship between self-belief 
and communicative competence. Such confidence not only strengthens motivation but also 
reflects students’ alignment between perceived and actual abilities, which is crucial for 
successful language acquisition. 

Similarly, Paradewari (2017) found that 79% of students demonstrated high self-
efficacy in public speaking, driven by their belief in their ability to perform well and their 
intrinsic motivation to improve. In contrast, Della (2018) identified a moderate level of self-
efficacy among students, indicating that while some students had confidence in their 
speaking abilities, others were less certain. This variability suggests that self-efficacy in 
speaking may be influenced by individual perceptions, motivational factors, and the degree 
of familiarity with the content being presented. These findings are consistent with Bandura’s 
(1977) self-efficacy theory, which identifies mastery experiences, vicarious experiences, 
social persuasion, and physiological states as key sources shaping self-efficacy beliefs. In this 
study, students reported high mean scores across these four domains: mastery experiences 
(3.94), vicarious experiences (3.63), social persuasion (3.68), and physiological state (4.00). 
The notably high score in physiological state suggests that students generally experience low 
anxiety and maintain positive emotional states during English learning activities, which 
likely enhances their overall self-efficacy. 

In conclusion, the results underscore the importance of fostering students’ self-efficacy 
through educational practices that provide opportunities for successful learning 
experiences, exposure to effective role models, constructive feedback, and emotional 
support. Future research should explore how these factors interact with other cognitive and 
affective variables to influence students’ speaking performance and language proficiency. 

The Level of Students’ Speaking Ability 

The results show that the ninth-grade students at SMP Advent UNKLAB have a very 
good level of speaking ability, with an average score of 95.18. This score suggests that their 

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speaking skills are well above what is considered acceptable. There are likely several reasons 
for this strong performance. One important factor could be the learning environment and 
the teaching methods they experience. Mahmoudi (2015) highlights how much teachers’ 
behavior can impact students’ learning, especially when it comes to speaking skills in a 
foreign language. When teachers are enthusiastic and encouraging, students tend to be more 
motivated and engaged. This kind of positive atmosphere helps students feel comfortable 
practicing their speaking, which naturally improves their skills.  

Supporting this, research by Mukammal et al. (2018) found similar results, showing 
students’ speaking ability to be very good. In their study, 31 out of 36 students—about 
86.8%—achieved good scores on a speaking test. They explained that this success was 
largely due to an environment that allowed students to practice and use English regularly. 
Similarly, Maharani (2022) reported a mean speaking score of 82.2 among 50 students, 
reinforcing the idea that a supportive learning environment plays a key role in developing 
speaking ability. It is likely that the students in this study benefit from such supportive 
teachers and an encouraging classroom atmosphere, which help foster their confidence and 
skills. In addition, students’ habits of using English in daily life and exposure to English 
outside of school could also contribute to their speaking proficiency.  Overall, it seems that a 
combination of effective teaching, a motivating classroom environment, and opportunities 
to use English both inside and outside of school contributes to the very good speaking ability 
shown by these students. 

The Correlation Between Students’ Self-Efficacy and Their Speaking Ability 

The third objective of this study was to determine whether there was a significant 
correlation between students’ self-efficacy and their speaking ability. Using the Pearson 
Product Moment Correlation Coefficient, the analysis revealed a p-value of 0.429. According 
to McLeod (2019), a correlation is considered statistically significant when the p-value is less 
than 0.05. Since the p-value in this study is much greater than 0.05, it indicates that there is 
no statistically significant relationship between the two variables. Therefore, the null 
hypothesis (H₀) is retained, and the alternative hypothesis (Hₐ) is rejected, meaning that 
students’ self-efficacy does not significantly correlate with their speaking ability. 

Further analysis showed that the correlation coefficient (r) was -0.156. Based on 
correlation strength guidelines, a value less than 0.3 indicates a very weak or negligible 
correlation. This supports the conclusion that there is no meaningful relationship between 
students’ self-efficacy and their speaking performance. Interestingly, the negative sign of the 
correlation suggests that students with higher self-efficacy tended to perform slightly worse 
in speaking, and vice versa. While not statistically significant, this inverse trend raises 
important considerations. 

One possible explanation for this pattern is the overconfidence effect, as noted by 
Moore and Healy (2008). Overconfident students may overestimate their abilities, and as a 
result, may not invest sufficient effort in preparation or practice. This reduced effort can lead 
to lower performance, particularly in skill-based areas such as speaking. In such cases, high 
self-efficacy may not accurately reflect actual competence, but rather an inflated self-
perception. Additionally, measurement limitations may have influenced the findings. If the 

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instruments used to measure self-efficacy did not align closely with the specific demands of 
speaking tasks, the results may not have accurately captured the relationship between the 
two constructs (Messick, 1995). 

The findings of this study are supported by previous research by Rafiqa and Fitriani  
(2023), who also found no significant correlation between self-efficacy and students’ 
speaking ability. They noted that limitations, such as a small sample size and the absence of 
intervention strategies, may have contributed to the lack of a significant result. They also 
emphasized that speaking ability might be more closely tied to students’ actual practice, 
vocabulary use, and language exposure rather than their self-belief alone. 

Another possible factor is the level of students’ motivation and desire to master the 
subject matter. Martin (2008) observed that university students tend to have a stronger 
drive to master academic content compared to high school students, which may explain why 
self-efficacy has a stronger link to performance at higher educational levels. In the current 
study, students' intrinsic motivation to excel in speaking activities may not have been as 
strong, which could potentially weaken the impact of self-efficacy on their actual 
performance. 

In contrast, several studies have shown differing results. Musyarrafah et al. (2022) and 
Mentari (2022) found a significant and positive correlation between self-efficacy and 
speaking ability. These differing findings suggest that the relationship between the two 
variables may be influenced by various contextual factors, such as the students’ learning 
environment, individual differences, the quality of instruction, and sample characteristics. 
For example, the size of the sample, students' prior language experience, and even cultural 
attitudes toward speaking in English can all play a role. 

In summary, while the current study found no significant correlation between 
students’ self-efficacy and speaking ability, the findings should be interpreted with caution. 
Factors such as overconfidence, motivation, measurement accuracy, and limited sample size 
may have influenced the results. These complexities highlight the need for further research 
with larger and more diverse samples, the inclusion of intervention strategies, and the use 
of more targeted measurement tools to better understand how self-efficacy truly affects 
speaking ability. 

CONCLUSION 

Based on the research findings, it can be concluded that students demonstrated a high 
level of self-efficacy, indicating strong confidence in their ability to succeed, alongside very 
good English-speaking ability, particularly in pronunciation. However, the study found no 
significant correlation between students’ self-efficacy and their actual speaking 
performance, suggesting that confidence alone does not guarantee stronger speaking skills. 
Other factors, such as teaching methods, exposure to English, and student motivation, likely 
play a more influential role in shaping speaking ability. Despite these insights, the study had 
several limitations. The researchers were not present during all data collection sessions, 
which may have led to students misunderstanding questions or responding inaccurately, 
potentially answering hastily, or seeking help from peers. Additionally, only 28 ninth-grade 
students from SMP Advent UNKLAB participated, limiting the generalizability of the results. 

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The speaking test used was not standardized, which may affect the reliability of the speaking 
ability assessment. Additionally, there was a possibility that some students shared their 
recordings with others. To address this, future research might consider using larger, more 
diverse samples, employing standardized speaking tests, and requesting video recordings to 
better control for assessment integrity. 

Given these findings and limitations, it is recommended that students maintain and 
enhance their self-efficacy, as confidence remains a crucial factor in supporting language 
learning. Teachers should continue to motivate students and employ engaging, interactive 
teaching strategies that provide ample speaking practice in a supportive environment. 
Constructive feedback and a classroom atmosphere that encourages risk-taking without fear 
of mistakes will further help students improve their speaking skills. For future studies, it 
would be valuable to explore other variables, such as motivation, learning approaches, and 
exposure to English outside the classroom, while employing a combination of standardized 
assessments and qualitative methods, like interviews or classroom observations, to gain a 
deeper understanding of the factors that truly enhance speaking performance. 

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Zhang, X., Ardasheva, Y., & Austin, B. W. (2020). Self-efficacy and English Public Speaking 

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