Speaking Self-Efficacy of Senior High School Students in Oral Communication in Psychological Context

Abstract

Numerous studies discovered that high levels of self-efficacy are related with good performance in various language learning activities. In the Philippines, most of the studies conducted on self-efficacy focused more on other macro-skills such as reading and writing whereas there were only limited studies which focused on speaking. Hence, this study aims to identify the level of speaking self-efficacy of senior high school students, specifically Grade 11 “Humanities and Social Sciences (HUMSS)” students, in Oral Communication in Context. Speaking self-efficacy is the major variable, and descriptive data about it is collected using a quantitative descriptive study approach. The primary data is gathered using a 28-item questionnaire, and the study's findings are further examined and verified through a targeted group discussion. The study's findings demonstrate that senior high school students exhibit significant levels of speaking self-efficacy. Notably, the majority of the highest indicators regarding speaking self-efficacy beliefs are attributed to one of the sources of self-efficacy which is mastery experience. It is recommended that teachers may further improve the speaking self-efficacy of senior high school students by providing social persuasion in the form of realistic verbal messages about their oral communication performance. This means that positive verbal responses from the teachers are significant in the continuous promotion of speaking self-efficacy among the students.