What Contributes to Self‐Efficacy in Speaking Chinese as a Foreign Language: A Social Cognitive Perspective

Abstract

Grounded in social cognitive theory, this study investigated how high‐evidence factors jointly contribute to Chinese‐as‐a‐foreign‐language (CFL) speaking self‐efficacy. Data from 236 CFL learners in Beijing revealed a multifaceted pattern of associations. Speaking strategy use and speaking motivation were positively associated with speaking self‐efficacy, whereas speaking anxiety showed a significant negative association. Classroom enjoyment, willingness to communicate (WTC), and communicative competence were associated with speaking self‐efficacy through indirect pathways involving strategy use, motivation, and anxiety. These findings highlight the layered and interconnected nature of cognitive, motivational, affective, behavioral, and environmental influences on CFL speaking self‐efficacy. By comparing a theory‐informed model with a non‐theoretical alternative, the study demonstrates the value of theoretically grounded modeling in yielding conceptually coherent and interpretable findings. Pedagogically, the findings emphasize the integration of strategy instruction, motivational support, and anxiety‐sensitive practices within supportive, interaction‐rich learning environments to foster sustainable development of learners’ CFL speaking self‐efficacy.