Building Assessments for Self-Efficacy in English Public Speaking in China

Autor/inn/en	Zhang, Xue; Ardasheva, Yuliya; Egbert, Joy; Ullrich-French, Sarah C.
Titel	Building Assessments for Self-Efficacy in English Public Speaking in China
Quelle	In: Asia-Pacific Education Researcher, 28 (2019) 5, S.411-420 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-019-00441-9
Schlagwörter	Foreign Countries; Self Efficacy; English (Second Language); Second Language Learning; Public Speaking; College Students; Student Evaluation; Test Validity; Test Reliability; China + Suchen Sie Ihr Suchwort? Ausland; Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vortrag; Collegestudent; Schulnote; Studentische Bewertung; Testvalidität; Testreliabilität
Abstract	Due to globalization, an increasing need for advanced speaking skills, and the interest aroused by English public speaking (EPS) competitions, EPS is increasingly important, especially among university students. Although self-efficacy is strongly associated with performance, no psychometrically sound instruments to measure EPS self-efficacy among college-level learners have been developed to date. Grounded in Bandura's self-efficacy theory, the present study established validity (content and construct) and reliability (scale and item) evidence for two new instruments: the "EPS Self-Efficacy Scale" (ESES) and the "Sources of EPS Self-Efficacy Scale" (SSES). Results of exploratory and confirmatory factor analyses in Sample A (n = 406) confirmed the hypothesized EPS competency-related self-efficacy gaged by ESES. Results in Sample B (n = 270) supported four sources of EPS self-efficacy as gaged by SSES. Correlation analyses in Sample C (n = 263) contributed to the refinement of self-efficacy theory within the EPS domain. The two new measures will help practitioners gage their students' EPS self-efficacy and its development and enable future investigations of the role EPS self-efficacy plays in language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01