Selfism in Speaking: The Psycholinguistics Effect on EFL Learners Performance

Self-belief systems, particularly self-efficacy (SE) and self-regulation (SR), have been increasingly recognised as key psychological factors in successful oral communication. However, studies examining how multiple self-beliefs operate collectively to influence speaking performance are still scarce. This study addresses this gap by examining the impact of selfism on EFL speaking performance. In conducting this research, a quantitative path analysis design was employed with a sample of 100 English learners at a university level. The data were collected through SE and SR questionnaires and speaking tests. Then Partial Least Squares Structural Equation Model (PLS SEM) was used to analyse the data. The study's results demonstrate that self-belief systems, both SE and SR, significantly influence learners' proficiency in spoken communication. Notably, learners with adept SR skills tend to exhibit heightened SE in their speaking performance. This phenomenon underscores that the favourable effect of SE on learners' speaking prowess is mediated by the intermediary factor of SR, as substantiated by a negligible coefficient of 0.000. This finding suggests speaking with teachers to create a teaching-learning process that increases learners' self-belief systems.