Self-efficacy among Indonesian EFL Undergraduates in Speaking Classes

The concept of student self-efficacy in English as a Foreign Language (EFL) learning has been explored in how self-efficacy might enhance performance in the English-speaking learning process. The study aimed to establish self-efficacy in the English-speaking learning process by using students’ involvement in the learning process as a mediating variable. An explorative qualitative study has enabled data collection from a questionnaire distributed to the 90 student participants. Qualitative content analysis has been performed on the data. Bandura’s self-efficacy and Zimmerman’s self-regulated concepts are the framework of discussion. Students’ involvement in the learning process, choosing diverse learning materials, and willingness to volunteer in the following learning method and course syllabus are the relevant and success factors in the students’ learning process in EFL undergraduate speaking classroom. The research concludes that there are meaningful contributions to the course syllabus, method, and learning media to achieve a sustainable teaching-learning process. It is also worth investigating the relation of the teachers’ emotions, students’ anxiety levels, and the un-/successful teaching-learning process.