Increasing Motivation for Speaking English in A1 Students Through Self Efficacy Strategies

Abstract

This was an exploratory action research study that implemented a qualitative method approach. This study aimed to determine to what extent self-efficacy strategies could increase motivation for speaking English as most students were reluctant to participate using this language in class. The strategies implemented were based on the self-efficacy theory and it was designed considering students’ language needs, feelings, and opinions. Data was collected using surveys, journals, questionnaires, and interviews, and it was analysed using grounded theory. The results confirm that participants increased their motivation for speaking English as they felt more capable of performing certain oral production tasks becoming more aware of their skills, and changed their feelings towards speaking English in class as activities implemented made them feel more confident and supported. Finally, this research not only meant to be a new path to help students participate in class speaking English, but also to give ESL teachers a model they can implement to increase motivation, participation, and positive feelings towards English learning in their young learners.