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.
