| dc.description.abstract | Self-efficacy and anxiety associated with foreign language learning are now recognized as two critical affective factors in foreign language learning. However, little is known about the relationships between these two affective variables and learners' performance while speaking. As a result, the current research aims to determine: EFL learners' self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the relationship between speaking performance and self-efficacy, speaking performance and FLLA, and self- efficacy and FLLA. This research enlisted the participation of seventy sixth-semester students. Three testing instruments were used: a self-efficacy questionnaire, an FLLA questionnaire, and one speech test to assess students' speaking abilities. Based on these findings, the null hypothesis (Ho) was rejected while accepting the alternative hypothesis (Ha). As a result, there was a substantial positive association between speaking success and self-efficacy, as well as a negative correlation between speaking performance and FLLA and self-efficacy and FLLA. It means that students with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self- efficacy and FLLA, that students with high-level of self-efficacy would have low FLLA.
According to the findings of this study, self-efficacy and FLLA were both positively and negatively related to speaking performance. When the two affective variables were correlated to see whether they had a meaningful relationship, it was discovered that the relationship was both negative and important. | en_US |
