Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective

Introduction: Over the past decade, we have seen a significant rise in the number of studies investigating psychological mechanisms, especially self-efficacy, that affect EFL learners’ desire to communicate in L2. However, fewer studies focus on teacher training, and the Latin American region, espec...

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Main Authors:	Kalantar, Omid, Julia Sevy-Biloon, Paola Serrano, Valeria Chumbi Landy
Format:	Digital
Language:	English
Published:	UNIVERSIDAD ANTONIO NARIÑO 2026
Subjects:	Formación docente educación autoeficacia para hablar disposición para comunicarse Teacher education positive psychology speaking self-efficacy willingness to communicate
Online Access:	https://revistas.uan.edu.co/index.php/papeles/article/view/2537
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author	Kalantar, Omid Julia Sevy-Biloon Paola Serrano Valeria Chumbi Landy Kalantar, Omid
author_facet	Kalantar, Omid Julia Sevy-Biloon Paola Serrano Valeria Chumbi Landy Kalantar, Omid
author_sort	Kalantar, Omid
collection	OJS
description	Introduction: Over the past decade, we have seen a significant rise in the number of studies investigating psychological mechanisms, especially self-efficacy, that affect EFL learners’ desire to communicate in L2. However, fewer studies focus on teacher training, and the Latin American region, especially learners in Ecuador, have been excluded from these studies. To bridge this gap, this study examined the levels of Speaking Self-Efficacy (SSE) and Willingness to Communicate (WTC) among Ecuadorian pre-service English teachers based on their underlying construct dimensions. Methodology: A quantitative survey design was utilized to collect data from 278 pre-service English teachers enrolled at a public teacher education university in Ecuador using adapted and validated SSE and WTC scales. Results and Discussion: The findings revealed moderate levels of both speaking self-efficacy and willingness to communicate among the sample under study. Among the dimensions of speaking self-efficacy, linguistic self-efficacy was the weakest. Regarding WTC, participants reported the highest willingness to communicate during pair and group work and the lowest willingness when speaking individually or interacting directly with the teacher. Conclusions: Drawing on positive psychology and social cognitive theory, practical implications for improving SSE and WTC in teacher education are provided within the paper.
format	Digital
id	revistas.uan.edu.co-article-2537
institution	Revista PAPELES
language	English
publishDate	2026
publisher	UNIVERSIDAD ANTONIO NARIÑO
record_format	ojs
spelling	revistas.uan.edu.co-article-25372026-10-01T16:43:19Z Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective Autoeficacia para la expresión oral y disposición para comunicarse en la formación docente de inglés como lengua extranjera: una perspectiva desde la psicología positiva Kalantar, Omid Julia Sevy-Biloon Paola Serrano Valeria Chumbi Landy Kalantar, Omid Formación docente educación autoeficacia para hablar disposición para comunicarse Teacher education positive psychology speaking self-efficacy willingness to communicate Introduction: Over the past decade, we have seen a significant rise in the number of studies investigating psychological mechanisms, especially self-efficacy, that affect EFL learners’ desire to communicate in L2. However, fewer studies focus on teacher training, and the Latin American region, especially learners in Ecuador, have been excluded from these studies. To bridge this gap, this study examined the levels of Speaking Self-Efficacy (SSE) and Willingness to Communicate (WTC) among Ecuadorian pre-service English teachers based on their underlying construct dimensions. Methodology: A quantitative survey design was utilized to collect data from 278 pre-service English teachers enrolled at a public teacher education university in Ecuador using adapted and validated SSE and WTC scales. Results and Discussion: The findings revealed moderate levels of both speaking self-efficacy and willingness to communicate among the sample under study. Among the dimensions of speaking self-efficacy, linguistic self-efficacy was the weakest. Regarding WTC, participants reported the highest willingness to communicate during pair and group work and the lowest willingness when speaking individually or interacting directly with the teacher. Conclusions: Drawing on positive psychology and social cognitive theory, practical implications for improving SSE and WTC in teacher education are provided within the paper. Introducción: Durante la última década, se ha observado un aumento significativo en el número de estudios que investigan los mecanismos psicológicos, especialmente la autoeficacia, que influyen en el deseo de los estudiantes de inglés como lengua extranjera (EFL) de comunicarse en una segunda lengua (L2). Sin embargo, son menos los estudios que se centran en la formación docente, y la región latinoamericana, especialmente los estudiantes de Ecuador, ha quedado excluida de estas investigaciones. Para abordar esta brecha, este estudio examinó los niveles de Autoeficacia para la Expresión Oral (SSE) y Disposición para Comunicarse (WTC) entre futuros docentes de inglés ecuatorianos, considerando las dimensiones subyacentes de ambos constructos. Metodología: Se empleó un diseño de encuesta cuantitativa para recopilar datos de 278 futuros docentes de inglés matriculados en una universidad pública de formación docente en Ecuador, mediante escalas de SSE y WTC adaptadas y validadas. Resultados y discusión: Los hallazgos revelaron niveles moderados tanto de autoeficacia para la expresión oral como de disposición para comunicarse entre los participantes del estudio. Entre las dimensiones de la autoeficacia para la expresión oral, la autoeficacia lingüística presentó el nivel más bajo. En cuanto a la WTC, los participantes reportaron la mayor disposición para comunicarse durante el trabajo en parejas y grupos, y la menor disposición al hablar individualmente o interactuar directamente con el docente. Conclusiones: Basándose en la psicología positiva y la teoría social cognitiva, el artículo presenta implicaciones prácticas para mejorar la SSE y la WTC en la formación docente. UNIVERSIDAD ANTONIO NARIÑO 2026-10-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2537 10.54104/papeles.v18n36.2537 Papeles; Vol. 18 No. 36 (2026): Special Issue: Educational Innovation for the Enhancement of Well-being and Socio-emotional Competencies in Teaching-Learning Processes Papeles; Vol. 18 Núm. 36 (2026): Número especial: Innovación educativa para la mejora del bienestar y las competencias socioemocionales en los procesos de enseñanza-aprendizaje Papeles; v. 18 n. 36 (2026): Edição especial Inovação educacional para a melhoria do bem-estar e das competências socioemocionais nos processos de ensino-aprendizagem 2346-0911 0123-0670 10.54104/papeles.v18n36 en https://revistas.uan.edu.co/index.php/papeles/article/view/2537/1875 Derechos de autor 2026 Omid Kalantar, Julia Sevy-Biloon, Paola Serrano, Valeria Chumbi Landy https://creativecommons.org/licenses/by-nd/4.0
spellingShingle	Formación docente educación autoeficacia para hablar disposición para comunicarse Teacher education positive psychology speaking self-efficacy willingness to communicate Kalantar, Omid Julia Sevy-Biloon Paola Serrano Valeria Chumbi Landy Kalantar, Omid Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title	Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title_alt	Autoeficacia para la expresión oral y disposición para comunicarse en la formación docente de inglés como lengua extranjera: una perspectiva desde la psicología positiva
title_full	Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title_fullStr	Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title_full_unstemmed	Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title_short	Speaking Self-Efficacy and Willingness to Communicate in EFL Teacher Education: A Positive Psychology Perspective
title_sort	speaking self efficacy and willingness to communicate in efl teacher education a positive psychology perspective
topic	Formación docente educación autoeficacia para hablar disposición para comunicarse Teacher education positive psychology speaking self-efficacy willingness to communicate
topic_facet	Formación docente educación autoeficacia para hablar disposición para comunicarse Teacher education positive psychology speaking self-efficacy willingness to communicate
url	https://revistas.uan.edu.co/index.php/papeles/article/view/2537
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