سید شجاع نینوا

Speaking skills are at the core of learning a language and are needed twice as much as reading and writing skills in daily communication. Many factors influence the development of speaking skills. One of the most important factors is the learners' speaking self-efficacy. However, in what ways can EFL teachers promote learners' self-efficacy? The present study aimed to investigate one such method and examine whether there is a relationship between translation and speaking self-efficacy. For this purpose, three groups of advanced Iranian EFL learners were asked to perform several speaking tasks before and after rating a speaking self-efficacy questionnaire in an experiment. The first experimental group (EG1) was taught through intralingual translation, the second experimental group (EG2) through interlingual translation, and the third group, the control group (CG), without using any translation. The data were analyzed using ANOVA tests. The results revealed a significant relationship between interlingual translation and the learners' speaking self-efficacy, and EG2 outperformed both EG1 and CG. The study concluded with some practical implications for both EFL learners and teachers.