Self-Efficacy in Speaking of Esl Students in Hyflex Classroom

Abstract

The HyFlex classroom, which combines in-person and virtual instruction to meet the diverse needs of students, has become a revolutionary approach in the rapidly evolving educational landscape. This modality presents both opportunities and challenges for learners of English as a second language (ESL), particularly in terms of oral communication. With an emphasis on six domains—communication mode, technological competence, feedback reception, participation level, confidence, and self-regulation—this study sought to evaluate ESL students' self-efficacy in speaking English in a HyFlex classroom. The study employed a mixed-methods approach, combining quantitative surveys and qualitative interviews, and was grounded in Bandura's (1997) theory of self-efficacy. While semi-structured interviews with English teachers offered contextual insights into students' speaking proficiency, difficulties, and classroom behaviors, the structured survey assessed students' self-assessment across the six domains. While most ESL students believed they were competent speakers, the results revealed that their confidence varied depending on the delivery method, with many stating they felt more at ease in asynchronous or one-on-one settings than in live group discussions. While confidence and self-regulation were identified as relative weaknesses, technological proficiency and the ability to receive feedback were found to be strong areas of self-efficacy. According to the interviews, students frequently struggle with linguistic anxiety, a lack of opportunities for unplanned interaction, and time and learning resource management in a HyFlex setting. To address these problems, educators employed targeted strategies, including oral drills, interactive assignments, and customized feedback, to enhance students' self-esteem. This study highlights the importance of tailored support systems and responsive teaching strategies in enhancing ESL students' oral communication skills. Teachers can create more successful speech lab exercises and classroom interventions that not only improve proficiency but also encourage learner autonomy and engagement in hybrid learning environments by knowing the elements that affect self-efficacy in speaking.