Language Self-Efficacy among Students in Private Higher Education Institution Via Online Communicative Language Teaching Approach

This study determined the effectiveness of an Online Communicative Language Teaching (CLT) Approach in enhancing the language self-efficacy of first-year Bachelor of Science in Business Administration (BSBA) students at Philippine College Foundation Inc. A one-group pretest-posttest pre-experimental research design was employed involving one intact section of first-year BSBA students. Data were gathered using the adapted Language Self-Efficacy Questionnaire. The intervention consisted of a three-month Online Communicative Language Teaching program incorporating interactive discussions, role-playing, collaborative tasks, oral presentations, virtual debates, peer feedback, and other authentic communicative activities. Mean, standard deviation, and paired-samples t-test were used to analyze the data. The findings revealed that students' overall language self-efficacy improved from moderately high language self-efficacy to high language self-efficacy. Significant improvements were likewise observed in communicative ability, interactive strategy, and speaking confidence after the intervention. The paired-samples t-test showed a statistically significant difference between the pretest and posttest scores (t = -4.249, p < .001), leading to the rejection of the null hypothesis. The results indicate that the Online Communicative Language Teaching Approach effectively enhanced students' confidence in using English and strengthened their communicative competence. The study concludes that integrating learner-centered and technology-supported communicative activities into online English instruction can significantly improve students' language self-efficacy and support more meaningful English language learning experiences.

Language self-efficacy, communicative language teaching, online learning, English language teaching, speaking confidence

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