Bibliometric analysis: Teacher’s perception of speech learning needs based on social cognitive theory with VOSviewer

บทคัดย่อ

Teachers’ views on teaching speaking skills vary. Their experience and
understanding of Social Cognitive Theory shape these views. Effective
communication relies on developing speaking skills, a crucial aspect of
language learning. Furthermore, teachers must consider the cognitive and social
factors that impact students’ learning experiences. The purpose of this research
is to describe, and understand teacher knowledge and understanding and
explain teacher perceptions about the need for appropriate methods of teaching
speaking. This study investigates teachers’ perceptions of speech learning needs
based on social cognitive theory, revealing variations tied to their experience,
knowledge, and understanding of the theory. This study employed a descriptive
qualitative approach to investigate teachers’ perceptions of speech learning
needs. Twenty teachers from several high schools in Singkawang City were
interviewed using semi-structured interviews. A systematic literature review
(Scopus, 2022–2023) yielded 4856 documents, with 379 relevant documents
analyzed using VOSviewer version 1.6.17 and descriptive qualitative methods
supported by an interactive model. The findings highlight the need for teachers
to adopt a more student-centered approach. Implications suggest that teachers
knowledgeable in social cognitive theory can significantly enhance speech
learning by identifying students’ strengths and weaknesses, providing targeted
praise, and offering constructive suggestions, thereby fostering an engaging,
supportive, and effective learning environment that promotes continuous
speaking skills development.