This study examines the relationship between speaking practice and self-efficacy toward English learning in remedial English classes. Due to speaking practice in one semester, students recognized that speaking practice was effective for their English learning, and their self-efficacy toward English learning significantly improved.

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In this paper, I described how I had Japanese EFL students do pair work during the first semester. At the end of the semester the students were tested on a general English- proficiency test. Result showed that students at low proficiency level reaped the best benefit from pair work. According to the questionnaire, many students did their best, however, they felt that doing pair work was not much useful.

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The main purpose of this study is to reduce students’ negative attitudes toward English learning and to motivate them to study harder. The results suggest that incorporating extensive reading with teaching methodologies improves students’ negative attitudes. Such teaching methodologies include collaborative learning and metacognitive strategies. When paired with extensive reading, a dramatic improvement is shown in the results based on questionnaires.

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