English Self-Efficacy and Gender Differences Among Saudi EFL Learners: A Focused Study on Confidence Across Language Skills

Abstract

English self-efficacy significantly influences learners’ success, confidence, and

performance in essential language tasks. In Saudi Arabia, where English

proficiency is becoming increasingly crucial, numerous EFL learners encounter

challenges in developing self-confidence, resulting in discrepancies between their

perceived abilities and their actual performance. This study examined Saudi EFL

learners’ self-efficacy levels across four core language skills–listening, speaking,

reading, and writing–while investigating gender differences in their self-

perceptions. A descriptive quantitative research design was employed, involving a

cross-sectional survey of 477 university students selected through stratified

random sampling to ensure broad representation. The participants completed the

‘Questionnaire of English Self-Efficacy,’ which was designed to measure their

confidence in performing various language tasks. Descriptive and inferential

statistical analyses were used to identify the critical patterns and gender-based

differences. The results revealed moderate overall self-efficacy among learners,

with reading identified as the skill with which they demonstrated the highest

confidence, while speaking exhibited the lowest confidence levels. Both listening

and writing skills showed moderate self-efficacy, indicating potential for targeted

improvement. Notably, significant gender differences emerged, with female

learners reporting higher self-efficacy in speaking than their male counterparts.

These findings emphasize the necessity of targeted pedagogical approaches to

enhance verbal communication, particularly for male students, alongside

structured support to strengthen listening and writing skills. Integrating authentic

language tasks and interactive classroom activities is essential to enhance self-

efficacy in all language skills. Future research should investigate self-efficacy

across diverse educational settings, and conduct longitudinal studies to monitor its

progression.