Abstract

One of the objectives of the 2030 Agenda is the improvement of vocational education and training at international and national levels, achieving, among other things, the internationalization of such education. To meet this objective, it is necessary to improve linguistic competence in English as L2 of students undergoing vocational training. The purpose of this research is to analyze the influence of affective variables on the level of self-efficacy of English linguistic competence (L2) in early childhood education vocational education and training. Seventy-six students (M = 20.82; SD =2.30) in higher vocational education in this domain, with an average B1 level proficiency (according to CEFR) were selected and administered the State-Trait Anxiety Inventory (STAI), the English Willingness to Communicate Questionnaire (WTC), the Attitude/Motivation Test Battery (AMTB), and an ad hoc questionnaire on self-efficacy in English language skills (listening, speaking, reading, writing, reading comprehension, and English language in general). The results indicate that anxiety, willingness to communicate in English, and attitude/motivation toward English predict students’ self-efficacy in their level of English language proficiency (L2). Anxiety has a negative influence, explaining the low 15.6 percent of self-efficacy, and willingness to communicate and attitude have a positive influence explaining the 23 and 22.7 percent of self-efficacy, respectively. The practical educational implications, aimed at methodological proposals to improve the level of linguistic competence in English as L2 in vocational training, are discussed.