The Mediating Effect of Students' Self-Efficacy on the Relationship between Film Teaching and English-Speaking Proficiency

Abstract

This study investigates the mediating role of self-efficacy in the relationship between film-based instruction and English-speaking proficiency among university students. Utilizing a mixed-methods approach, a quasi-experimental design was implemented with 112 non-English major undergraduates over one academic semester. Quantitative data were collected through standardized English proficiency tests and self-efficacy scales, while qualitative data were gathered via focus group interviews. Structural Equation Modeling (SEM) was employed to examine the mediation effect. Results indicate that film-based instruction significantly enhanced both English-speaking proficiency and self-efficacy. Moreover, self-efficacy was found to partially mediate the relationship between film-based instruction and English-speaking proficiency. These findings contribute to the theoretical understanding of the mechanisms underlying effective language pedagogy and offer practical implications for English language instruction in higher education.