The study investigates the pre-service English language teachers’ speaking self-efficacies in regards to several variables (gender, grade level, mother’s education level, father’s education level, academic achievement). The study employs a survey method. The sample is determined via random sampling, which consists of 161 pre-service English language teachers studying at the Faculty of Education, Duzce University, Turkey. The data is collected via the “Speaking Self-Efficacy Scale for Pre-Service Teachers”, developed by Katranci and Melanlioglu (2013). The scale consists of five sub-dimensions, which are: “speaking in public”, “speaking effectively”, “applying the rules of speech”, “organizing the content of speech” and “evaluating speech” and 25 items in total. The study indicates that pre-service teachers of English have high speaking self-efficacy. Male pre-service English language teachers have higher “speaking in public” self-efficacy than female pre-service teachers. Grade level is found to be a determining factor in pre-service English language teachers’ speaking self-efficacy.

Speaking, self-efficacy, pre-service English language teachers, effective speaking