Abstract
This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen’s Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.
Highlights
Second language acquisition (SLA) requires competence in all four basics kills: listening, speaking, reading and writing
The selected target population representing the whole population of ESL learners consisted of different departments from SBK women’s University; Baluchistan but the sample comprised of 30 students Masters Students who were simultaneously enrolled in a language course
There was a significant correlation between ESL learner’s Self-Esteem and his/her ESL Oral Proficiency, r= +0.5, < +00.1. This is moderate value of coefficient indicating a positive directional but not exactly a linear one. This correlation indicates that majority of ESL learners with high Self-esteem tend to have better “Oral Proficiency” than those with low Self-esteem
Summary
Second language acquisition (SLA) requires competence in all four basics kills: listening, speaking, reading and writing. This acquisition is not a mere mental process rather psychological factors play a vital role in leaner’s success in learning, mastering and using a second language. The term “Individual Difference” is a broad psychological jargon covering a wide range of human traits and characteristics but in a narrowest sense, from educational perspectives Cooper (2002) equates IDs or Individual Differences with personality and intelligence. While Dornyei (2006) opines that Individual Differences are the characteristics which make individuals unalike. They are those traits in respect of which humans are shown to psychologically differ from each other. In the context of SLA, Dornyei delineates the term Individual Differences to personality, ability and motivation, which the author further describes in terms of five personality variables; anxiety, self-esteem, creativity, willingness to communicate and learner beliefs
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
