Speaking Self-Efficacy and Causal Attribution: A Correlational Study among Indonesian EFL Senior High School Students

Abstract

Speaking is widely regarded as one of the most demanding skills for English as a Foreign Language (EFL) learners, as successful oral communication depends not only on linguistic competence but also on psychological readiness, particularly speaking self-efficacy and causal attribution. This study examined the relationship between speaking self-efficacy and causal attribution among Indonesian EFL senior high school students. Employing a quantitative correlational design, the study involved 137 Grade X and Grade XI students from a public senior high school in Bojonegoro, selected through convenience sampling. Data were collected using adapted versions of the Questionnaire of English Speaking Self-Efficacy (QESE) and the Language Learning Attribution Questionnaire, then analyzed using Pearson Product-Moment Correlation in JAMOVI. The findings revealed that students exhibited moderate levels of both speaking self-efficacy and causal attribution. Correlational analysis showed a significant positive relationship between overall speaking self-efficacy and causal attribution (r = .573, p < .001), with the strongest association found for non-controllable internal attribution (r = .724, p < .001). These findings confirm that students' beliefs about their speaking competence are closely linked to how they explain the causes of their speaking success and failure, suggesting that speaking instruction should integrate psychological reinforcement alongside linguistic skill development.

Keywords: speaking self-efficacy, causal attribution, EFL learners, senior high school students, correlational study