Technology-based instructional media to enhance Indonesian high school students’ English speaking self-efficacy

Technology is everywhere, shaping how we learn, communicate and engage with the world. Despite widespread adoption of technology in language education, two key challenges remain underexplored in English as a Foreign Language (EFL) contexts like Indonesia: the persistent issue of low self-efficacy in English speaking, and the lack of accessible, contextually appropriate instructional resources tailored to students’ needs. While numerous studies have explored speaking instruction through communicative and multimedia-based approaches, few have directly addressed how to design interventions that foster students’ belief in their ability to speak English. At the same time, collaborative learning, an approach rooted in communicative pedagogy, has shown promise in creating supportive, student-centred environments where learners can practise speaking, receive peer feedback, and gradually build confidence. However, there are no reported technology-based resources that are purposefully designed to support English speaking self-efficacy through collaborative learning. This study responds to these gaps following this overarching research question: How can technology-based instructional media be designed and implemented in the Indonesian context to enhance senior high school students’ self-efficacy in speaking English through the integration of technology, collaborative learning strategies and pedagogical approaches aligned with related sources of self-efficacy. The research employs a design-based research (DBR) methodology grounded in Bandura’s (1986) Socio-Cognitive Theory and Vygotsky’s (1978) Constructivist Learning Theory. The integration of Socio Cognitive Theory of Bandura about self-efficacy and Vygotsky’s Constructivist Theory, which emphasises collaborative learning and technology-mediated interaction, seeks to bridge the gap between theoretical insights and practical applications in language education. Four Phases of DBR as outlined by Reeves (2006) were followed: problem analysis, solution development, iterative cycles of testing and refinement, and reflection. The problem analysis phase began with a reflective examination of the researcher’s personal experiences as both an English language learner and an English language educator, followed by an extensive literature review on English language teaching in foreign language contexts. During the solution development phase, referred to as design cycle one, six technology-based instructional media were collaboratively designed by pre-service English teachers. These initial designs underwent comprehensive review and modification based on participant feedback. The iterative testing, refinement, and reflection phases, referred to as design cycle two and design cycle three involved the classroom implementation of this technology-based instructional intervention. In design cycle two, the researcher served as the instructor, facilitating the implementation process. Subsequently, in design cycle three, nine Indonesian teachers delivered the lessons after completing a theory-pedagogy workshop designed to equip them with the necessary knowledge and skills to integrate the instructional media into their teaching. The findings revealed that the designs of the technology-based instructional media effectively enhance students’ English speaking self-efficacy. This research brings contribution in two areas: pedagogical contributions (the development of innovative teaching practices and the design principles that inform English teachers and instructional media developers on how to create their own instructional materials to enhance students’ self-efficacy), and theoretical contributions (advancing theories in technology-based instructional design, specifically to enhance students’ self-efficacy in speaking English). While the study highlights the influence of technology-based instructional media integrated with collaborative learning strategies and pedagogical approaches aligned with related sources of self-efficacy in improving students’ speaking self-efficacy, further research is needed to explore their impact on students’ actual speaking proficiency. Additionally, the instructional media content may require adjustment or modification for applicability in different educational contexts. Keywords: Technology, Instructional Media, English Speaking, Self-Efficacy, EFL Teaching in Indonesia

Funder

Indonesia Endowment Funds for Education, Ministry of Finance
Center of Higher Education Funding, Ministry of Education, Culture, Research, and Technology of Republic of Indonesia

Publisher

University of Galway

Rights

CC BY-NC-ND

cbn

Collections

University of Galway Theses (PhD Theses)