Abstract
Self-confidence of English language teachers has been discovered to be a significant factor in learners' achievement. This study aimed to find the relationship between English teachers' self-confidence level and second language (L2) learners' development of conversational skills. The participants of this study were 60 Higher Intermediate L2 learners at Shayan Language Institute in Torbat Heydarie, Iran. A self-confidence questionnaire was used for the present article. The teachers of Shayan institute were asked to answer this questionnaire. Then, two male teachers, one with high self-confidence and one with normal level of self-confidence were selected as the teachers of experimental and control groups, respectively. The course lasted for 12 sessions (6 weeks with two weekly sessions); in each session both teachers provided their students with the same techniques, including conversations, role plays, speaking about pictures, etc. To homogenize the students a conversation-based proficiency test (CPE speaking test) was administered. Afterwards, 30 second language learners were selected and divided into the experimental and control groups. At the end of the course a posttest was administered. The results of t test analysis indicated that participants in the self-confident group could significantly outperform those in the control group. The results of this study can provide pedagogical implications for English teachers to be self-confident and can convey this quality of L2 learners in the class.
Highlights
Teachers all over the world are confronted with many new and ongoing needs which lead to increased work pressure and lifestyle changes in the policies and expectations
High self-confident teachers are more open to new ideas and they are more willing to experiment with new methods at the same time providing the students with new and different learning opportunities or experiences [21]
CPE speaking test was a proficiency test administered at the beginning of the study to determine the homogeneity of the learners in the experimental and control groups
Summary
Teachers all over the world are confronted with many new and ongoing needs which lead to increased work pressure and lifestyle changes in the policies and expectations. Self-confidence is not always what we think it is At this point, it seems appropriate to turn our attention to how teachers' views of themselves as persons and what they believe to be the most appropriate form of social interaction with their learners can influence the learning process. This study was designed with the hope that its results could make Iranian teachers aware of their students’ internal feelings and beliefs about themselves and the effect they may exert on their performance in conversation classes To this end, the following research question was addressed: Is there any relationship between the English teachers ‘self-confidence and their learners' achievements of conversational skills?
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