Self-Efficacy and Language Anxiety in Speaking of BASEd-English Major Students

Effective oral communication is a requirement for pre-service English teachers, but many struggle with speaking due to psychological barriers. In this study, English majors pursuing a Bachelor of Secondary Education (BSEd) investigate the relationship between speaking language anxiety and self-efficacy. There are few studies that are known to tackle language anxiety and self-efficacy in the Philippines, although both of these factors are known to impact language performance. This study aims to determine the level of language anxiety and self efficacy in speaking among the students and if there is a relationship between the variables. The adapted modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and an adapted modified version of the Questionnaire of English Self-Efficacy (QESE) is used by the researchers through descriptive-correlational methodology. Results indicated that students felt “slightly confident” when it came to speaking (M = 2.71) but also experienced moderate anxiety (M = 2.86). A statistically significant moderate negative correlation (r = -0.555, p < 0.05) was found between the two variables. In light of this moderate negative correlation, it is important to consider the relationship between anxiety and confidence in speaking, especially in considering how remedial language anxiety can enforce students’ barriers to feeling confident in their speaking abilities. Because the findings suggest that the establishment of supportive environments and effective pedagogical practices would better serve to build pre-service teachers’ communicative competence. The current study aims to investigate classroom strategies within preservice teacher training programs that are emotionally responsive to support future educators better in the development of communication skills.