HIGHLIGHTS
SUMMARY
The two-factor solution involves the factors of low confidence in speaking English and worry about foreign language classroom performance (e_g, Cheng et_al, 1999; Liu, 2009). The main research method of measuring self-efficacy is still questionnaires, sometimes along with interviews, diaries, and observations (e_g, Çubukçu, 2008; Barrows et_al, 2013; Torres and Turner, 2016). Although many previous studies have demonstrated that self-efficacy is correlated with students` academic performance (e_g, Lent et_al, 1984; Zimmerman and Martinez-Pons, 1990; Schunk and Swartz, 1991), it is difficult to design a widespread and authority scale as . . .
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