self-efficacy
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- PaperRELC Journal21 Jul 2026
Enhancing English Public Speaking Self-Efficacy and Performance Through a CDIO-Based English Course
Yen-Hui Lu
This quasi-experimental study integrated the CDIO framework into English public speaking instruction for EFL university students in Taiwan. The experimental group showed significantly higher self-efficacy and superior performance in content, organization, and delivery compared to traditional training, but no improvement in language accuracy. Pedagogical implications include using authentic project-driven tasks and supplementing with language-focused interventions.
Original abstract
This study investigates the impact of integrating the Conceive–Design–Implement–Operate (CDIO) framework into English public speaking (EPS) instruction for English as a foreign language (EFL) university students in Taiwan. EPS has been widely recognized as a critical competence in academic and professional contexts, yet EFL learners often struggle with anxiety, limited practice opportunities and low self-efficacy. To address these challenges, the study implemented a quasi-experimental design with two Freshman English classes: a control group receiving traditional presentation training; and an experimental group engaged in a CDIO-based presentation training. Over an 18-week semester, students’ self-efficacy was measured using a validated EPS self-efficacy scale, while performance was evaluated with a rubric assessing language use, content, organization and delivery. Pre-test results showed no significant differences between groups, ensuring baseline equivalence. Post-test findings revealed that the experimental group demonstrated significantly higher self-efficacy, as well as superior performance in content development, organizational structure and delivery techniques. However, no significant improvements were found in language accuracy and fluency. These results suggest that CDIO-based instruction enhances students’ confidence and competence in public speaking through authentic, project-driven tasks. The findings yield three key pedagogical implications: (a) integrating authentic, product-based tasks such as sustainable innovation pitches can foster mastery experiences and boost learner motivation and self-efficacy; (b) using CDIO's four-phase structure enables instructors to scaffold content and organizational development through guided brainstorming, outlining and rehearsed delivery; and (c) to address limitations in grammar and vocabulary acquisition, supplementary language-focused interventions such as vocabulary mini-tasks and grammar workshops should be embedded within the CDIO cycle to balance fluency with accuracy. These strategies can optimize the effectiveness of CDIO-based EPS instruction in EFL contexts.
- PaperLanguage Learning & Technology20 Jul 2026
The development of EFL learners’ self-efficacy in technology use environments
Xuelian Li, Manzhen Yang
A mixed-methods study tracked 102 university EFL learners over 15 weeks, finding significant increases in overall, speaking, listening, and writing self-efficacy, but not reading self-efficacy, in technology-rich environments. Qualitative data revealed how technological affordances shaped the four sources of self-efficacy, explaining the lack of reading self-efficacy growth. The study offers pedagogical implications for strengthening reading self-efficacy and optimizing technology use in language learning.
Original abstract
Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.
- PaperComputers & Education10 Jul 2026
Educational prompt engineering self-efficacy scale (Ed-PESS): Development and psychometric validation
Fatih Karataş, Recep GÜR, Barış Eriçok, Fatma BAŞARIR et al.
Develops and psychometrically validates the Educational Prompt Engineering Self-Efficacy Scale (Ed-PESS) for measuring educators' self-efficacy in prompt engineering within educational contexts.
- PaperComputer Assisted Language Learning3 Jul 2026
Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety
Gwo-Jen Hwang, Chu-Yun Lin, Mei-Rong Alice Chen
Investigates the effects of integrating concept mapping into spherical video-based virtual reality speaking tasks on EFL learners' speaking performance, self-efficacy, and speaking anxiety.
- PaperDOAJ — Language assessment1 Jun 2026
The Effects of E-Portfolio Implementation Based on Formative Experimental Design on Students’ English Reading and Writing Skills and Self-Efficacy
Özlem Ören, Azmi Türkan
A study with 29 Turkish 10th graders implemented e-portfolios using a formative experimental design, finding significant improvements in English reading and writing achievement and self-efficacy beliefs. Qualitative data also indicated students perceived e-portfolios as beneficial for language learning.
Original abstract
The present study aimed to examine the use of e-portfolios in relation to students’ English reading and writing skills and self-efficacy beliefs. Because e-portfolio is believed to have a potential to foster 21st century skills including creativity and digital literacy. The participants consisted of 29 10th graders in a state high school. Formative experimental design was employed a research design involving a single experimental group. In the quantitative dimension, the reading and writing subscales of the "English Self-Efficacy Belief Scale" and "English Reading and Writing Achievement Test," developed by the researcher, were used in order to collect the data. So as to score English writing achievement test, "The Newly Developed Essay Scoring Rubric" was utilized to assess students’ writing performance. For the qualitative part of the research, a semi-structured interview form prepared by the researcher and researcher notes were used to collect the data. Quantitative data were analyzed using dependent-samples t-tests to compare pre-test and post-test scores. Qualitative data were analyzed through content analysis. The findings of the study revealed improvements in participants’ English reading and writing achievement scores as well as their self-efficacy beliefs following the e-portfolio implementation. Qualitative findings also suggested that students perceived e-portfolios as beneficial for supporting their learning processes and developing their language skills.
- PaperLanguage Learning & Technology1 Jan 2026
AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
Joan Wan-Ting Huang
A two-phase AI-assisted intervention was tested on 48 EFL learners, with Phase 1 involving traditional debate preparation and Phase 2 incorporating AI chatbots for argument refinement and delivery practice. Repeated-measures ANOVAs showed significant stepwise increases in debating self-efficacy, particularly in debate skills and language use. Qualitative insights highlighted AI's benefits for speech refinement and evidence location, but limited effectiveness for oral delivery practice.
Original abstract
Debate is an effective pedagogical approach, yet it presents significant challenges for EFL learners. While Artificial Intelligence (AI) chatbots are increasingly integrated into education, their application in multi-skilled tasks like debate preparation remains underexplored. This study investigated the impact of a two-phase AI-assisted intervention on 48 EFL learners' debating self-efficacy and perceptions. Phase 1 involved traditional debate preparation without AI assistance, focusing on foundational skill development through instructor-led instruction. Phase 2 introduced AI chatbots for refinement of arguments, rebuttals, and delivery practice, allowing students to enhance their debates through AI-powered scaffolding. Data were collected via self-efficacy questionnaires at three time points (pre-intervention, post-Phase 1, and post-Phase 2), a post-intervention perceptions questionnaire, written reflections, and focus group interviews. Repeated-measures ANOVAs revealed significant stepwise increases in students’ debating self-efficacy across the three time points, with the most substantial gains observed in debate skills and language use. The perceptions questionnaire corroborated these findings, demonstrating that students rated AI as most effective for refining speeches, locating evidence, and developing arguments, while perceiving it as least helpful for oral delivery practice. Furthermore, qualitative analysis yielded nuanced and contextualized insights regarding both the benefits and limitations of AI-assisted debate preparation.
- PaperLanguage Learning & Technology1 Jan 2026
Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
Hui-Tzu Hsu
This study investigated the effects of annotated vlogs delivered via mobile devices on EFL learners' listening comprehension, vocabulary retention, and self-efficacy. A quasi-experimental design with 131 pre-intermediate college students compared annotated vlogs, captioned vlogs, and audio-only learning. Results showed that annotated vlogs significantly improved listening comprehension and vocabulary retention, and also increased self-efficacy more than the other conditions.
Original abstract
Previous research has demonstrated that annotated or captioned videos can enhance second language learners’ listening comprehension and vocabulary acquisition. However, the influence of annotated vlogs delivered through mobile platforms on these outcomes remains underexplored. Accordingly, this study investigated the effects of annotated vlogs delivered through mobile devices on English as a foreign language learners’ listening comprehension, vocabulary retention, and self-efficacy. This quasi-experimental study recruited 131 college students at a pre-intermediate level of English proficiency, enrolling 43 in the control group that learned through audio files, 44 in the first experimental group that learned through captioned vlogs, and 44 in the second experimental group that learned through annotated vlogs. The research instruments comprised listening pre- and post-tests, vocabulary pre- and post-tests, initial and post-intervention surveys evaluating self-efficacy, a learning perception survey for the annotated vlog group, and semi-structured interviews with members of the two experimental groups. The results revealed that students learning with annotated vlogs significantly outperformed those in the other two groups in listening comprehension and vocabulary retention. The learners in the annotated vlog group also reported the greatest post-intervention increase in self-efficacy.
- PaperReCALL27 Nov 2025
Enhancing intercultural competence through self-efficacy, grit, and informal digital learning of English
Jiana Liu, Ju Seong Lee
A mixed-methods study of 416 Chinese EFL students found that L2 self-efficacy fosters L2 grit, which encourages engagement in informal digital learning of English (IDLE), ultimately enhancing intercultural competence. Structural equation modeling revealed that both receptive and productive IDLE activities mediate the link between psychological traits and intercultural competence. The findings suggest that educators can promote intercultural competence by developing students' self-efficacy and grit to deepen digital engagement.
Original abstract
Learners’ confidence in using a second language (L2 self-efficacy) and their L2 grit are key psychological factors in developing intercultural competence (ICC). As English as a foreign language (EFL) students increasingly encounter diverse cultures though informal digital learning of English (IDLE), this study examines whether IDLE serves as a pathway connecting these psychological traits to ICC. Grounded in the broaden-and-build theory, this explanatory mixed-methods research investigates how L2 self-efficacy and grit contribute to ICC through IDLE among 416 Chinese EFL students. Structural equation modeling revealed that higher L2 self-efficacy fosters greater L2 grit, which in turn promotes more frequent engagement in both receptive IDLE activities (e.g. watching English media) and productive ones (e.g. participating in online conversations). This increased engagement was positively linked to higher levels of ICC. Qualitative findings further illuminated the mechanisms behind this process, illustrating how psychological strengths support meaningful digital encounters across cultures. The findings offer pedagogical insights: by cultivating students’ self-efficacy and grit, educators can encourage deeper engagement in IDLE, thereby equipping learners with effective and culturally sensitive communication in an increasingly interconnected digital world.