Abstract:
The psychological notion of self-efficacy plays a key role in evaluating
students' linguistic aptitude and fluency in English. The purpose of this study
is to ascertain Thai students learning English as a foreign language (EFL)'s
degree of self-efficacy in oral communication. In order to assess students'
confidence in their ability to speak English fluently, the study looks into their
sense of selfefficacy. Both quantitative and qualitative methods are used in this
investigation. A questionnaire was distributed to 28 students who attended an
Islamic high school in Satun, Southern Thailand, using a quantitative
methodology. Several kids from the school are interviewed as part of the
qualitative technique. Participants are asked particular questions that allow
them to give in-depth answers based on their experiences and circumstances.
Using the three elements of self-efficacy—magnitude, generality, and
strength—the research findings show that students in Thailand consistently
have low levels of self-efficacy. As a result, the study's findings imply that Thai
students still require assistance in oral English communication. There are
numerous uses for this subject in psychology, education, and language
instruction. Instructors could come up with strategies to help Thai students feel
more confident about learning English as a second language and improve their
oral communication abilities. Techniques that enhance English communication
skills can be incorporated into language programs and curriculum designs. The
results can be used by psychologists to address issues with self-efficacy in
language learning. This study takes a fresh approach by examining Thai English
as a Foreign Language (EFL) learners' self-efficacy, particularly with regard to
speaking abilities. It advances existing knowledge by highlighting the specific
challenges these students face when speaking. This research provides novel
insights that can guide interventions aimed at enhancing students' self-efficacy in
oral English communication.
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