The Relationship between Self-Efficacy and EFL Students' Speaking Performance: A Case Study of English Department Students

Abstract

The purpose of this study is to examine the relationship between students' English-speaking self-efficacy and their English-speaking performance, as well as its significance. The study was conducted at the English Department, Hasanuddin University, Makassar-Indonesia. A sample of 21 students was chosen from a population of 108 students, and data was collected using a questionnaire and standardized speaking performance test scores. The correlation between speaking self-efficacy as variable X and speaking performance as variable Y is measured using quantitative correlational research. The Pearson Product-Moment Correlation was calculated using the Statistical Package for Social Sciences (SPSS) Statistics 25.0 Program to analyze the data. The findings revealed a positive relationship between speaking self-efficacy and performance, with a Pearson correlation of 0.713. The hypothesis of this study is accepted because the recount (0.713) is greater than the table (0.433) at the 5% level of significance. The correlation analysis revealed that there is a strong significance between the two variables in terms of impact significance. These findings indicated that the higher a student's level of speaking self-efficacy, the more persistent, determined, and confident the individual in delivering their speech, resulting in improved speaking performance. Accordingly, the lower their level of speaking self-efficacy, the more hesitant, anxious, and self-conscious they are when attempting to speak.