The effect of self-efficacy and need for achievement in learning the speaking skill in English as a foreign language

Abstract

When trying to teach and learn a foreign language, teachers need to take into account the affective side of the learner. The present thesis aims at probing into the effect of self-efficacy and need for achievement on the speaking skill of students of English as a foreign language at the department of Lettres and English at the University of Frères Mentouri. Constantine. More precisely, this study is set out in order to investigate to what extent the affective factors mainly self-efficacy and need for achievement influence the second year English language students’ academic achievements. This latter will be reflected in this research in the learning of the speaking skill in English as a foreign language. It is hypothesized that if students have a high level of self-perception (self-efficacy), they will be able to learn the speaking skill in English as a foreign language. In addition, we also hypothesize that if students have a strong need to achieve (need for achievement), they will be able to learn the speaking skill in English as a foreign language too. The first hypothesis is checked by means of the Students’ Likert Scale, through Classroom Observation. The second hypothesis is checked by the Students’ Likert Scale as well, and tested by a Thematic Apperception Test. The data are analyzed using descriptive and corelational statistics to check the relationship between self-efficacy and need for achievement and learning the speaking skill during the Oral Expression course. The findings, allow to confirm the hypotheses showing that there is a sound congruence between the students’ perception of self efficacy, need for achievement and their speaking performance in English language learning. The results also show that the majority of female students hold high level of efficacy perception and have strong needs for achievement compared to male students who –in the majority- mistrust their abilities and have weak needs for success. Data obtained from this study offer considerable potential pedagogical implications and recommendations about the nature of students’ self-efficacy, students’ need for achievement,and their learning and academic achievement. They also suggest considering the psychological side and affective factors of the student in designing the curriculum and tailoring the lessons.