A Study of Language Self-Efficacy of Upper Secondary School Students

A Case Study of Bodindecha (Sing Singhaseni)

Abstract

Self-efficacy is often a strong predictor of English as a Foreign Language (EFL) success. This research profiled language self-efficacy among upper secondary students at Bodindecha (Sing Singhaseni) School, Thailand. The study relied on stratified random sampling to select 288 students from Grades 10 to 12. Using a 32-item scale based on Wang et al. (2013), the assessment showed high reliability (α=0.96). On average, students reported moderate self-efficacy (M=4.18, SD=1.66). A closer look, however, revealed a gap between skills. Students felt safer with receptive tasks such as listening (M=4.29) and reading (M=4.24) than with productive ones like speaking (M=4.15) and writing (M=4.02). While gender and grade level had no significant impact (p>.05), the study track changed everything (F (2,285) =18.28, p<.001). Science-Mathematics students (M=4.62) were far more confident than their peers in Language-Arts (M=3.55) and Math-Arts (M=3.35). These findings highlighted how the academic environment shaped learner beliefs. To solve the issue, schools needed specific interventions for speaking and writing, along with better support for students in non-science programs.