Exploring the Relationship Between English-Speaking Self-Efficacy and English Learning Motivation Among Polytechnic EFL Learners

This study explores the relationship between English-speaking self-efficacy and English learning motivation among polytechnic EFL learners. The author chose a sample of 296 EFL learners from 2 polytechnics by cluster sampling. The results revealed that the level of English-speaking self-efficacy and learning motivation was moderate. There was a significant difference in English-speaking self-efficacy based on gender. However, no difference was found in English learning motivation. There was significant difference in English learning motivation based on grade, but no difference in English-speaking self-efficacy. Pearson correlation analysis revealed a significant positive correlation between English-speaking self-efficacy and learning motivation. Multiple regression showed that English-speaking self-efficacy served as a salient predictor of English learning motivation. The findings of this study can assist polytechnic administrators and educators in effectively planning and implementing speaking English instruction based on EFL learners’ self-efficacy and learning motivation level and relationship, thereby fostering the sustained advancement of language acquisition.