The Role of Teacher Support, Classmate Support, and Self-efficacy in Reducing Speaking Anxiety among University Students Using English as a Foreign Language
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Abstract
The role of teacher support and student support in reducing speaking anxiety was explored in this research. The contribution of self-efficacy on the impact of teacher and classmate support in reducing speaking anxiety also was investigated among students at an international university in Thailand. The survey data were gathered from 345 students from the first to the fourth year. Partial least squares structural equation modeling was employed for data analysis. The results showed a positive association between teacher support and self-efficacy. Furthermore, classmate support had a positive linkage with self-efficacy. The results revealed that the higher self-efficacy of the student the lower the degree of speaking anxiety they experienced during oral presentations.
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