Speaker
Description
Using a pragmatics focus, this study examines how perfectionism, social anxiety, classroom community, and English proficiency influence speaking confidence among Japanese university students. High-proficiency learners are most sensitive to perfectionistic pressures, while study abroad experience boosts tolerance for mistakes. Classroom community strongly benefits lower-proficiency students, highlighting the interplay of personal traits, social factors, and experience in shaping EFL speaking self-efficacy.
Abstract section 4: Outcomes/results
Perfectionism and social anxiety undermine speaking self-efficacy, especially among higher-proficiency learners, while study abroad experience increases tolerance for mistakes, mitigating these effects. High-achieving students often set stricter perfectionistic standards. Classroom community strongly boosts confidence for lower-proficiency learners, enhancing engagement. Results suggest targeted interventions: addressing high-proficiency learners’ perfectionism, fostering supportive peer environments for lower-proficiency students, and leveraging study abroad opportunities to reduce social anxiety.
Abstract section 5: References
Anam, S., & Stracke, E. (2020). The role of self‐efficacy beliefs in learning English as a foreign language among young Indonesians. TESOL Journal. 11(1), e00440. https://doi.org/10.1002/tesj.440
Hermagustiana, I., Astuti, A., & Sucahyo, D. (2021). Do I speak anxiously? A correlation of self-efficacy, foreign language learning anxiety and speaking performance of Indonesian EFL learners. Journal of Linguistic and English Teaching, 6(1), 68-80. https://doi.org/10.24903/sj.v6i1.696
Ozer, O. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357-372. https://doi.org/10.17275/per.21.43.8.2
Santoso, D., Affandi, G., & Basthomi, Y. (2024). ‘Getting stuck’: A study of Indonesian EFL learners’ self-efficacy, emotional intelligence, and speaking achievement. Studies in English Language and Education, 11(1), 384-402. https://doi.org/10.24815/siele.v11i1.30969
Wang, Y., Shen, B., & Yu, X. (2021). A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency. System, 103, 102633. https://doi.org/10.1016/j.system.2021.102633
Abstract section 2: Contribution/research questions
This study investigates how perfectionism, social anxiety, classroom community, and English proficiency interact to shape speaking self-efficacy among Japanese university students. Key questions: (1) How do perfectionism and social anxiety affect self-efficacy across proficiency levels? (2) How does classroom community support learner confidence? (3) How does study abroad experience moderate these effects? Findings guide interventions to balance perfectionism, enhance classroom support, and leverage international experience for stronger speaking confidence.
Abstract section 3: Content/method
Using a mixed-methods approach, 722 Japanese university students completed surveys measuring speaking self-efficacy, perfectionism, social anxiety, TOEIC scores, and classroom community. Structural Equation Modeling examined quantitative relationships, while semi-structured interviews explored learners’ experiences, perceptions of perfectionistic pressure, and the role of study abroad in fostering tolerance for imperfection and reducing social anxiety.
Abstract section 1: Relevance
Across Asian contexts, higher self-efficacy consistently relates to better language proficiency and speaking performance (Anam & Stracke, 2020; Hermagustiana et al., 2021; Ozer, 2021; Santoso et al., 2024; Wang et al., 2021), yet its interaction with perfectionism, social anxiety, proficiency, and classroom community is underexplored in Japan (. Previous studies emphasize learner traits or social factors, but few consider proficiency-level differences or both speaking and writing contexts. This research fills that gap, offering insights for educators aiming to nurture confident, engaged learners while managing perfectionistic tendencies and social anxiety.
| Title | Perfectly Anxious? Pragmatics of Speaking Self-efficacy |
|---|---|
| Teaching Context | College and university education |