VietTESOL International Convention 2026

This study investigated the development of speaking and listening self-efficacy among first-year tertiary students in a private Japanese university. 67 students in three classes were administered a 16-item questionnaire focused on speaking and listening self-efficacy at the beginning and end of an academic year. Follow-up interviews were held with ten of the learners. These interviewees were chosen specifically because they represented different self-efficacy profiles, both in initial levels (high, medium, and low) and in change (increased, static, and decreased levels). They were asked about changes in their confidence levels during the year as well as further in the past, and possible reasons for these changes where applicable. After confirming reliability of the scale, data from the questionnaires were analysed using paired samples t-tests and ANOVA. Interviews were transcribed and subjected to thematic analysis. Results showed that overall, both listening and speaking self-efficacy grew over the year, although the trajectory was different for each. Participants proposed various reasons for these changes, including small moments of success in the language classroom and allowances in class for using their own linguistic resources. These results strengthen the case for teachers providing opportunities for learners to experience moments of success in their classrooms, and this may especially be the case in contexts where such encounters are rare outside of the classroom context. The presentation will conclude a discussion of pedagogical ramifications of the study's findings.