<![CDATA[Public speaking self-efficacy may change as students interpret speaking experiences, feedback, and emotional reactions. This two-wave mixed-methods study examined changes in public speaking self-efficacy during a Scientific Oration course and explored the factors students perceived as influencing those changes. Data were collected at two measurement points approximately four months apart from 20 female, sixth-semester students enrolled in an Indonesian Language and Literature Education program. Public speaking self-efficacy was measured using a 12-item scale, while three open-ended questions explored speaking experiences, feedback and observation, and internal conditions. Mean self-efficacy increased from 40.45 (SD = 6.92) to 44.10 (SD = 6.16), t(19) = 3.02, p = .007, Cohen’s dz = 0.67. The Wilcoxon signed-rank test yielded a consistent result (p = .006). Thirteen students showed increased scores, three remained unchanged, and four declined. Students perceived their confidence as influenced by mastery experiences, constructive feedback, observation, preparedness, and physiological and affective states. The findings indicate that public speaking self-efficacy may change during an academic speaking course, although changes were not uniform across students. Scientific Oration instruction should therefore integrate graduated practice, specific feedback, relevant peer models, and strategies for managing emotional reactions]]>
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