2019 年 19 巻 p. 37-52
This study examined two different sources of self-efficacy information, cognitive self-modeling and self-persuasion, derived from learners' direct authentic experiences, together with Bandura's (1997, p. 86-106) traditional sources of self-efficacy information, vicarious experiences and verbal persuasion. The results demonstrated that self-persuasion can become a significant predictor for both in-class and out-of-class self-efficacies. Furthermore, this study investigated whether the amount of speaking experiences could influence students' speaking self-efficacy. The result of an independent t-test revealed that there is a significant difference in in-class/out-of-class self-efficacies and self-persuasion between students who have had more speaking practice and those who have not.
