SELF-EFFICACY AND SELF-WORTH IN AN EFL CONVERSATION CLASS: A CASE STUDY IN A JAPANESE PROFESSIONAL UNIVERSITY

Abstract

This paper is a follow-up to Abdul Hadi’s (2026) study on scaffolding and its impact on motivations in a conversation-based class amongst low-proficiency students at a Japanese professional university (専門職大学). Previously, it was found that scaffolding activities helped increase self-confidence and motivation in engaging native speakers of English in conversation among low-proficiency English as a Foreign Language (EFL) learners. The opportunity to monitor the development of this program arose again in the spring semester of 2026 and in this iteration of the study, this paper is interested in whether returning students have a higher sense of self-efficacy over similar tasks, whether students’ perceptions of the helpfulness of the scaffolding lessons were associated with their self-efficacy during the language exchange program, and whether students with low self-efficacy would depend more on self-worth preservation tactics when compared with high self-efficacy students. It was suggested that while returning students showed a somewhat higher sense of self-efficacy when compared with new students, this difference was not statistically significant, and self-efficacy levels for both groups converged as the exchange program progressed. Students who reported scaffolding lessons as helpful generally also reported a higher sense of self-efficacy. Finally, regardless of sense of self-efficacy, students demonstrated engagement in self-worth preservation tactics. The results suggest that scaffolding perceived as helpful is linked to higher self-efficacy among professional university EFL students, and that instructors should prioritize such support even though self-worth protection tendencies may persist regardless.