Effects of Multimodal Instruction on Self-Efficacy in English Speaking skills among Colleges of Education Student in North-West, Nigeria
DOI:
https://doi.org/10.64348/zije.2026492Abstract
This study examined the effectiveness of multimodal instruction on students’ self-efficacy in English speaking skills in Colleges of Education, North West Zone, Nigeria. The research followed up earlier investigation on multimodal instruction on students’ performance in English speaking conducted by the author(s). The aim is to discover whether the earlier multimodal treatment had increased learners’ self-efficacy in English speaking. Thus, experimental subjects, comprising intact National Certificate in Education One (NCE 1) classes of Jigawa State College of Education, Gumel (JSCOE, Gumel) and Kano State College of Education and Preliminary Studies (KASCEPS), constituted the 97 sample of the study. The instrument for data collection was a Multimodal English Speaking Self-efficacy Scale. It was a Likert type of questionnaire consisting of 21 items, 7 for each of the three categories namely: Linguistic Dimension of Self-efficacy, Interpersonal Dimension of Self-efficacy and Performance Dimension of Self-efficacy. The instrument was administered one week after the completion of the quasi-experimental research on the effects of Multimodal Instruction on Students’ Performance in English Speaking Skills. Descriptive statistics was used to answer the three questions. Results showed multimodal instruction was effective on students’ performance in self-efficacy in English speaking skills: subjects’ self-efficacy in English oral performance increased across linguistic, interpersonal and performance criteria. It was concluded that multimodal instruction was potent enough to raise college-level learners’ degrees of self-efficacy in English speaking skills in second language contexts. It was then recommended that a North West Zonal conference be organized by Colleges of Education Academic Staff Union in collaboration with National Commission for Colleges of Education to come up with multimodal frameworks for teaching English speaking skills in Colleges of Education in Nigeria.
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