Improving EFL students’ speaking proficiency and self-confidence using drama technique: An action research

Kumar, Tribhuwan; Qasim, Asifa; Mansur, Saba Bahareen; Shah, Akhter Habib

doi:10.18844/cjes.v17i2.6813

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…Confidence is a personal factor, which plays a supporting role in the achievement of foreign language learning. Several studies claim that no language learning activity will be successful without selfconfidence (Kumar et al, 2022).…”

Section: Review Of Literaturementioning

confidence: 99%

International Students' Motivation and Self-Confidence in Learning Indonesian

2023

HKJSS

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Motivation and self-confidence are important aspects to increase engagement in learning and indirectly to conversation. The success of learning Indonesian can be seen from how students can convey their ideas and can connect with the other persons in communication, also, it can happen because of the balanced self-confidence and motivation. Therefore, this research article aims to study the relationship between motivation and self-confidence toward the ability to speak Bahasa Indonesia of foreign students who took an intensive Indonesian course. As to explain the correlation among speaking ability, motivation and self-confidence, the combined methods both qualitative and quantitative were applied. Thirty-eight participants participated in this study. At the end of the course, questionnaires were distributed to get information about motivation and self-confidence in speaking Indonesian. Additionally, the evaluation of their speaking ability was also collected for analysis of correlation. Both motivation and self-confidence highly correlated with speaking ability, with r=0.827, r=0.851, respectively. This finding shows that there is a significant correlation between motivation and self-confidence and their ability to speak bahasa Indonesia, students who had high motivation and good self-confidence managed to improve their speaking abilities. However, instructors should focus on building students' motivation and self-confidence by creating a supportive classroom environment that encourages students to talk as much as possible and participate in verbal activities without fear or embarrassment because students who are unmotivated and lack self-confidence are unsure of their speaking abilities. Therefore, further studies can be conducted to examine more specifically the causes of low motivation and causes of lack of confidence in the participants.

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Section: Review Of Literaturementioning

confidence: 99%

International Students' Motivation and Self-Confidence in Learning Indonesian

2023

HKJSS

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“…When EFL learners succeed in mastering a higher level of English speaking skills, they will have broader opportunities to achieve more gratifying life achievements throughout their entire careers later as professional workforces. All of the above-elucidated conceptions are closely interlinked with Kumar et al (2022) who strongly encouraged all second language educators to facilitate their learners' incessant speaking competencies growth by which they can progressively transform into more ingenious target language users in their school institutions and future working sites.…”

Section: Introductionmentioning

confidence: 99%

Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics

Wijaya

2024

ECL

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Studies on effective speaking teaching strategies have caught mushrooming attention in these last two decades. This is not happening by incidental matters as globalized educationalists are still having arduous moments in devising more suitable, enjoyable, and relatable speaking learning strategies that can maximize EFL learners’ self-confidence. According to previous researchers, self-confidence is one of the propelling factors enabling EFL learners to gain more advanced communication proficiency levels since they possess a higher level of preparedness in confronting a wide variety of challenging speaking learning enterprises. This small-scale library study employed a thematic analysis approach while analyzing a certain number of identical research results produced by prior 25 speaking investigations published worldwide. By utilizing this research method, the researcher can potentially yield more relevant, contextual, and comprehensible research outcomes due to an iterative data analysis conducted before initiating more specific research theme groupings. Based on the thematically categorized research results, second language educators can progressively inculcate robust speaking self-confidence among EFL learners upon the activation of more authentic and enjoyable speaking learning activities. More comprehensive delineations regarding these two speaking learning methodologies can be discerned in the ensuing parts of this research paper

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“…In recent years, with the "affective turn" in SLA (Pavlenko, 2013), the emotional factors involved in language learning have gradually become a new research trend (Li, 2021). Beyond extensive research on learning anxiety (Tsang, 2022), self-confidence (Kumar et al, 2022), and motivation (Liu, 2022), researchers have also focused on other positive emotions in L2 classrooms, such as enjoyment (Dewaele & Macintyre, 2014), emotional engagement (Mercer & Dornyei, 2020), and grit (Jalilzadeh et al, 2022;Wang, 2023) in language classrooms. In contrast, except the research focus on anxiety, there is not much discussion on other negative emotions in the language learning process and their deleterious effects on learners' language gains.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Study of Foreign Language Boredom Experienced by English Major Students in a Blended English Reading Course

Jian

Tengyao

2023

J. Contemp. Lang. Res.

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Introduction: Boredom is a negative psychological and emotional experience prevalent in foreign language classrooms. However, it has long been neglected by researchers and foreign language teachers. In this context, the present study investigated boredom experienced by college English majors in a blended English reading course. Research efforts revolved around students’ overall boredom level, gender differences, and dynamic changes in boredom. Methodology: This study adopted a quantitative research method, and the instrument was a quantitative questionnaire adapted from the Foreign Language Learning Boredom Scale. A total of 174 EFL learners (60 males and 114 females) in the second year of English majors from a private university in Southwest China filled out the online version of FLLBS in weeks 3, 9, and 15 during the fall semester of 2022-2023 academic year. Results: The findings demonstrated that participants’ boredom was at a moderate level. Moreover, except in foreign language class boredom at Time 2 and over-challenging or meaningless task boredom at Time 3, there existed no significant gender differences. Finally, a complicated picture was painted regarding the dynamic changes in boredom levels over time, and different patterns were found. Conclusion: College EFL learners do feel bored in the learning process, which should not be neglected by language teachers and researchers. This study enriched the research on foreign language boredom and can provide enlightenment to EFL teaching.

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Improving EFL students’ speaking proficiency and self-confidence using drama technique: An action research

Cited by 7 publications

References 11 publications

International Students' Motivation and Self-Confidence in Learning Indonesian

International Students' Motivation and Self-Confidence in Learning Indonesian

Teaching Strategies Strengthening EFL Learners’ Self-Confidence in Speaking Learning Dynamics

Longitudinal Study of Foreign Language Boredom Experienced by English Major Students in a Blended English Reading Course

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