Investigating the Effects of Students’ Speaking Question-Generation on Self-efficacy and Anxiety in the EFL Classroom
Abstract
Student question-generation (SQG) has been recognized as a helpful activity in promoting students’ learning motivation, increasing their interests and enhancing their achievement in numerous studies. This research was to investigate students’ attitudes and perspectives toward SQG and whether student-generated open-ended questions as a summative test for students’ speaking test would affect their speaking and listening self-efficacy and anxiety. Two classes of intermediate-level sophomores from the College of Management participated in this quasi-experimental research and were assigned randomly to be the experimental group and the control group. Data were collected from 164 recorded questions, a questionnaire investigating students’ viewpoints and attitudes toward Students’ Speaking Question-Generation and three scales including Listening Skills Self-Efficacy Scale (LSS), Speaking Skills Self-Efficacy Scale (SSS), and Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics and ANCOVA was used to analyze the data. The results show students’ positive attitudes toward SQG, but SQG has no significant effects on students’ listening and speaking self-efficacy and anxiety. The findings and results of the study are discussed.
Keywords: student question-generation (SQG), open-ended questions, English speaking and listening self-efficacy, foreign language anxiety
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