抄録
This study investigates the change in Japanese undergraduates’ self-efficacy in speaking English through a one-month language training program abroad with the framework of Bandura’s (1977, 1997) self-efficacy theory. Mixed methods research was employed for this study, including both quantitative and qualitative analyses. The research explores (1) relationships between the students’ speaking self-efficacy and its hypothesized information sources and (2) characteristics in each cluster (student group). The results showed that the correlation between in-class and out-of-class self-efficacies remained strong during the sojourn. Among the sources of efficacy information, CSM (= cognitive self-modeling) exerted little influence on in-class and out-of-class self-efficacies in the post-survey. Moreover, a cluster analysis revealed a unique tendency for the participants’ speaking self-efficacy. Lastly, future implications are provided, considering the results.