Abstract
This study investigates how two types of self-persuasion, instructional and motivational cues, affect learners’ speaking self-efficacy from quantitative aspects. Self-persuasion is a self-directed type of encouragement spoken to oneself, as compared to Bandura’s (1977, 1997) traditional self-efficacy information source, verbal persuasion, which is derived from feedback or encouragement from significant others. The result of this study shows that instructional and motivational cues can be differentiated in nature and that instructional cues work more effectively to help students enhance their speaking self-efficacy, especially in in-class settings. Considering the results, pedagogical methods for increasing Japanese students’ speaking self-efficacy are discussed.
