Vol. 12/ Núm. 1 2025 pág. 1346
https://doi.org/10.69639/arandu.v12i1.680
The Relationship between Pre-service EFL Teachers´ self-
confidence and language performance
La relación entre la autoconfianza de los futuros docentes de Inglés y su desempeño en
el idioma
Kerly Jacquelin Chimbo Jácome
Kchimboj@uteq.edu.ec
https://orcid.org/0009-0006-2023-7867
Universidad Técnica Estatal de Quevedo
Ecuador - Quevedo
Jardel Coutinho dos Santos
jcoutinhod@uteq.edu.ec
https://orcid.org/0000-0002-8626-7229
Universidad Técnica Estatal de Quevedo
Ecuador – Quevedo
Artículo recibido: 10 enero 2025 - Aceptado para publicación: 20 febrero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This study explores the relationship between self-confidence and linguistic performance in pre-
service English as a Foreign Language (EFL) teachers. Self-confidence influences participation,
anxiety, and communication in language learning. Using a mixed-methods approach, including
surveys, observations, and interviews, the study examines the experiences of students in their
seventh level of training at a public university in Ecuador. Findings show that many struggle with
speaking English in public due to fear of making mistakes, leading to hesitations, reduced
participation, and difficulties with fluency and pronunciation. Personal experiences, emotions,
and external feedback shape their confidence levels. While some show resilience, others
experience linguistic insecurity, affecting their overall performance. The study highlights the need
to create supportive environments that encourage risk-taking, offer constructive feedback, and
promote collaborative learning. It also emphasizes addressing emotional factors in teacher
training programs to help future educators develop their linguistic competence with confidence,
ultimately benefiting their students’ language learning.
Keywords: self-confidence, language performance, pre-service EFL teachers
RESUMEN
Este estudio analiza la relación entre la autoconfianza y el desempeño lingüístico en docentes en
formación de inglés como lengua extranjera (EFL). La autoconfianza influye en la participación,
Vol. 12/ Núm. 1 2025 pág. 1347
la ansiedad y la comunicación efectiva en el aprendizaje de idiomas. Mediante un enfoque mixto,
que incluye encuestas, observaciones y entrevistas, se examinan las experiencias de estudiantes
en el séptimo nivel de formación en una universidad ecuatoriana. Los hallazgos revelan que
muchos enfrentan dificultades para hablar inglés en público debido al miedo a cometer errores, lo
que afecta su fluidez y pronunciación. Las experiencias personales, las emociones y la
retroalimentación externa impactan sus niveles de confianza. Mientras algunos muestran
resiliencia, otros experimentan inseguridad lingüística. El estudio destaca la importancia de
fomentar entornos de apoyo que incentiven la toma de riesgos, brinden retroalimentación
constructiva y promuevan el aprendizaje colaborativo. Además, subraya la necesidad de abordar
factores emocionales en la formación docente para fortalecer la competencia lingüística de los
futuros profesores y sus estudiantes.
Palabras clave: autoconfianza, desempeño lingüístico, docentes en formación de EFL
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
la ansiedad y la comunicación efectiva en el aprendizaje de idiomas. Mediante un enfoque mixto,
que incluye encuestas, observaciones y entrevistas, se examinan las experiencias de estudiantes
en el séptimo nivel de formación en una universidad ecuatoriana. Los hallazgos revelan que
muchos enfrentan dificultades para hablar inglés en público debido al miedo a cometer errores, lo
que afecta su fluidez y pronunciación. Las experiencias personales, las emociones y la
retroalimentación externa impactan sus niveles de confianza. Mientras algunos muestran
resiliencia, otros experimentan inseguridad lingüística. El estudio destaca la importancia de
fomentar entornos de apoyo que incentiven la toma de riesgos, brinden retroalimentación
constructiva y promuevan el aprendizaje colaborativo. Además, subraya la necesidad de abordar
factores emocionales en la formación docente para fortalecer la competencia lingüística de los
futuros profesores y sus estudiantes.
Palabras clave: autoconfianza, desempeño lingüístico, docentes en formación de EFL
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 1348
INTRODUCTION
Trust has gained prominence as a value and social dynamic and as an object of research;
on the one hand, its importance for social cohesion, coexistence, human development, and social
and political democratization is also sufficiently recognized., especially for improving
educational processes (Peña et al., 2018).
Emotions can both stimulate student participation and thought processes and get in the way
of their speaking. Negative feelings, including melancholy, worry, anger, and low self-
confidence, might interfere with student's ability to learn (Nadila, 2021). When it comes to
studying a second foreign language, students typically feel more discouraged than encouraged
(Nadila, 2021). Lack of confidence is one of the emotional states that makes this kind of activity
challenging. Students' emotional conditions, such as low self-esteem, can provide distractions
throughout the language-learning process (Nadila, 2021).
Consequently, one personal attribute that helps people succeed in learning a foreign
language is self-confidence. According to investigations, mastering a foreign language will not
be possible without self-confidence, which can either help or hinder academic progress
(Abdulhussain et al., 2017). Learners of foreign languages who are generally confident in their
abilities tend to do well and think highly of themselves. (Abdulhussain et al., 2017)
In the context of learning a foreign language, Nadila (2021) explains that students
frequently encounter more discouraging than supportive emotions. One key emotional challenge
is the need for self-confidence, which disrupts the learning process. Feelings of tension, anxiety,
and nervousness can significantly hinder students' ability to perform well in a foreign language
classroom (Santos et al., 2020). Therefore, enhancing students' self-confidence is essential to
improving their success in learning a new language
Research carried out in Ecuador by Santos et al. (2022) highlights the scarcity of this type
of article in the country in the period from 2010 to January 2020. For this reason, the present
research will try to fill in this gap. Thus, the research question that guides this study is: What is
the Relationship between Pre-service EFL Teachers' self-confidence and language performance?
Literature Review
Self Confidence
Confidence is a social use category that has evolved into the cornerstone of all human
interactions. It forms the basis of educational relationships since they embrace a contract, whether
tangible or intangible, which ensures the safety of people individually and collectively. (Buitrago
& Sandoval-Estupiñán, 2022) Self-confidence is an attitude or feeling of confidence in the ability
of oneself so that the person concerned is not too anxious in his actions (Nety et al., 2020).
Kansil et al. (2022) state that the ability to execute to a positive degree is described by
terms like "perceived competence," "perceived capability," "self-efficacy," and "self-confidence",
INTRODUCTION
Trust has gained prominence as a value and social dynamic and as an object of research;
on the one hand, its importance for social cohesion, coexistence, human development, and social
and political democratization is also sufficiently recognized., especially for improving
educational processes (Peña et al., 2018).
Emotions can both stimulate student participation and thought processes and get in the way
of their speaking. Negative feelings, including melancholy, worry, anger, and low self-
confidence, might interfere with student's ability to learn (Nadila, 2021). When it comes to
studying a second foreign language, students typically feel more discouraged than encouraged
(Nadila, 2021). Lack of confidence is one of the emotional states that makes this kind of activity
challenging. Students' emotional conditions, such as low self-esteem, can provide distractions
throughout the language-learning process (Nadila, 2021).
Consequently, one personal attribute that helps people succeed in learning a foreign
language is self-confidence. According to investigations, mastering a foreign language will not
be possible without self-confidence, which can either help or hinder academic progress
(Abdulhussain et al., 2017). Learners of foreign languages who are generally confident in their
abilities tend to do well and think highly of themselves. (Abdulhussain et al., 2017)
In the context of learning a foreign language, Nadila (2021) explains that students
frequently encounter more discouraging than supportive emotions. One key emotional challenge
is the need for self-confidence, which disrupts the learning process. Feelings of tension, anxiety,
and nervousness can significantly hinder students' ability to perform well in a foreign language
classroom (Santos et al., 2020). Therefore, enhancing students' self-confidence is essential to
improving their success in learning a new language
Research carried out in Ecuador by Santos et al. (2022) highlights the scarcity of this type
of article in the country in the period from 2010 to January 2020. For this reason, the present
research will try to fill in this gap. Thus, the research question that guides this study is: What is
the Relationship between Pre-service EFL Teachers' self-confidence and language performance?
Literature Review
Self Confidence
Confidence is a social use category that has evolved into the cornerstone of all human
interactions. It forms the basis of educational relationships since they embrace a contract, whether
tangible or intangible, which ensures the safety of people individually and collectively. (Buitrago
& Sandoval-Estupiñán, 2022) Self-confidence is an attitude or feeling of confidence in the ability
of oneself so that the person concerned is not too anxious in his actions (Nety et al., 2020).
Kansil et al. (2022) state that the ability to execute to a positive degree is described by
terms like "perceived competence," "perceived capability," "self-efficacy," and "self-confidence",
Vol. 12/ Núm. 1 2025 pág. 1349
Kansil et al. (2022) believe that self-confidence, or assurance of one’s skills, abilities, and
judgment, is regarded as one of the most powerful motivators and behavior regulators in people's
daily lives.
Abdulhussain et al. (2017) describe language learning as a complicated process affected
by cognitive and affective factors that constitute the main source of individual differences in
foreign language learning. Emotional mastery is the emotional side of human behavior and
involves various personality aspects such as emotion, attitude, motivation, personality, anxiety,
and self-confidence. In the context of learning a foreign language. Nadila (2021) explains that
students frequently encounter emotions that are more discouraging than supportive. Among all
these, self-confidence is one of the most influential variables affecting learning. Therefore, it is
one of the central impulses in humans and can influence a person’s life for better or worse.
(Abdulhussain et al. 2017).
Self-confidence can provide learners motivation and energy to become positive about their
learning (Nety et al., 2020). A student must take risks and engage in the learning activities, and
those who have self-confidence are assured of their abilities and are setting goals for themselves
and working hard to achieve their goals without worrying about the outcomes (Akbari &
Sahibzada, 2020).
Al-Hebaish (2012) notes that lacking self-confidence can disrupt students' language
learning. Feelings of tension, worry, and nervousness hinder their performance in a foreign
language classroom. This silence stems from fear, shyness, limited vocabulary, poor grammar,
and incorrect pronunciation, which collectively undermine their confidence and willingness to
speak. (Al-Hebaish, 2012).
In this study, we define self-confidence as the perception or positive attitude we have of
our own abilities or talents. We are confident of our ability to meet our goals, targets, or tasks
effectively. This does not imply that we are superior to other people but rather gives us the security
that despite the circumstances or obstacles, we can learn, adapt, and advance.
Language Performance
Universities aim to recruit qualified graduates who can positively serve the community,
mainly through effective communication (Nugroho, 2017b). For EFL students preparing to
become teachers, self-confidence is crucial to achieving better language performance. Given that
pre-service teachers play a vital role in the language development of their future students, it is
essential to understand the factors that influence linguistic performance to improve professional
growth and effectiveness. (Nugroho, 2017b)
The Ecuadorian English language curriculum (2016) defines language competence as the
ability to communicate effectively. That is, although knowledge of language [systems] will be
present [grammar, lexis, etc.], these should not be the main focus of the learning process. Rather,
the emphasis should be on the performative aspects of language to engage in purposeful
Kansil et al. (2022) believe that self-confidence, or assurance of one’s skills, abilities, and
judgment, is regarded as one of the most powerful motivators and behavior regulators in people's
daily lives.
Abdulhussain et al. (2017) describe language learning as a complicated process affected
by cognitive and affective factors that constitute the main source of individual differences in
foreign language learning. Emotional mastery is the emotional side of human behavior and
involves various personality aspects such as emotion, attitude, motivation, personality, anxiety,
and self-confidence. In the context of learning a foreign language. Nadila (2021) explains that
students frequently encounter emotions that are more discouraging than supportive. Among all
these, self-confidence is one of the most influential variables affecting learning. Therefore, it is
one of the central impulses in humans and can influence a person’s life for better or worse.
(Abdulhussain et al. 2017).
Self-confidence can provide learners motivation and energy to become positive about their
learning (Nety et al., 2020). A student must take risks and engage in the learning activities, and
those who have self-confidence are assured of their abilities and are setting goals for themselves
and working hard to achieve their goals without worrying about the outcomes (Akbari &
Sahibzada, 2020).
Al-Hebaish (2012) notes that lacking self-confidence can disrupt students' language
learning. Feelings of tension, worry, and nervousness hinder their performance in a foreign
language classroom. This silence stems from fear, shyness, limited vocabulary, poor grammar,
and incorrect pronunciation, which collectively undermine their confidence and willingness to
speak. (Al-Hebaish, 2012).
In this study, we define self-confidence as the perception or positive attitude we have of
our own abilities or talents. We are confident of our ability to meet our goals, targets, or tasks
effectively. This does not imply that we are superior to other people but rather gives us the security
that despite the circumstances or obstacles, we can learn, adapt, and advance.
Language Performance
Universities aim to recruit qualified graduates who can positively serve the community,
mainly through effective communication (Nugroho, 2017b). For EFL students preparing to
become teachers, self-confidence is crucial to achieving better language performance. Given that
pre-service teachers play a vital role in the language development of their future students, it is
essential to understand the factors that influence linguistic performance to improve professional
growth and effectiveness. (Nugroho, 2017b)
The Ecuadorian English language curriculum (2016) defines language competence as the
ability to communicate effectively. That is, although knowledge of language [systems] will be
present [grammar, lexis, etc.], these should not be the main focus of the learning process. Rather,
the emphasis should be on the performative aspects of language to engage in purposeful
Vol. 12/ Núm. 1 2025 pág. 1350
communicative interaction and make sense. This is accomplished through several activities to
support live interaction, raise students' awareness and skills, and create a positive commitment to
support intrinsic motivation for learning English.
Using language exclusively on specific occasions and for specified purposes is one of the
main potential issues experienced by EFL students (Akbari, 2016). This makes EFL students more
likely to experience learning difficulties than other students who use English as their first
language daily, like ESL students.
A study done by Mosha (2014) investigated African pre-service students’ language
performance; the author used interviews, classroom observation, questionnaires, and document
review to collect data. The findings demonstrated that while students were highly motivated to
learn English, their academic performance was impacted by the shortage of English teachers and
their lack of preparation or training. This was further compounded by the limited practice of the
English language both at the institution and at home, as well as the lack of educational materials
and financial resources on the part of the students.
METHODOLOGY
This study employed the phenomenological research approach to analyze human
behavior, what they say, and what they do, in this case, to analyze the pre-service teachers´
experiences related to self-confidence and language performance. Umanilo (2019) describes that
the phenomenological approach aims to deeply understand the structure of the consciousness of
the people in a particular situation and to understand the reasons and meaning of actions related
to the purpose of survival.
Method
A mixed method was used because, according to Dawadi et al. (2021) this method helps
to understand the situation through indicative results by exploring through tools like participant
observation and interviews, whereas quantitative methods help derive objective findings using
surveys. Also, it is a rigorous method that provides a deeper meaning of the phenomenon and
enhances its validity (McKim, 2017).
Context and Participants
This study was conducted during the first term of the academic year 2024 - 2025 at a
public University located in Quevedo. The participants of the quantitative part were pre-service
teachers at the 7th level from the Pedagogy of National and Foreign Language career, in contrast,
purposive sampling was used to select two pre-service teachers from the quantitative phase,
focusing on those with significant self-confidence challenges in language performance. This
ensured diverse perspectives and deeper insights into the phenomenon (Creswell & Creswell,
2018).
communicative interaction and make sense. This is accomplished through several activities to
support live interaction, raise students' awareness and skills, and create a positive commitment to
support intrinsic motivation for learning English.
Using language exclusively on specific occasions and for specified purposes is one of the
main potential issues experienced by EFL students (Akbari, 2016). This makes EFL students more
likely to experience learning difficulties than other students who use English as their first
language daily, like ESL students.
A study done by Mosha (2014) investigated African pre-service students’ language
performance; the author used interviews, classroom observation, questionnaires, and document
review to collect data. The findings demonstrated that while students were highly motivated to
learn English, their academic performance was impacted by the shortage of English teachers and
their lack of preparation or training. This was further compounded by the limited practice of the
English language both at the institution and at home, as well as the lack of educational materials
and financial resources on the part of the students.
METHODOLOGY
This study employed the phenomenological research approach to analyze human
behavior, what they say, and what they do, in this case, to analyze the pre-service teachers´
experiences related to self-confidence and language performance. Umanilo (2019) describes that
the phenomenological approach aims to deeply understand the structure of the consciousness of
the people in a particular situation and to understand the reasons and meaning of actions related
to the purpose of survival.
Method
A mixed method was used because, according to Dawadi et al. (2021) this method helps
to understand the situation through indicative results by exploring through tools like participant
observation and interviews, whereas quantitative methods help derive objective findings using
surveys. Also, it is a rigorous method that provides a deeper meaning of the phenomenon and
enhances its validity (McKim, 2017).
Context and Participants
This study was conducted during the first term of the academic year 2024 - 2025 at a
public University located in Quevedo. The participants of the quantitative part were pre-service
teachers at the 7th level from the Pedagogy of National and Foreign Language career, in contrast,
purposive sampling was used to select two pre-service teachers from the quantitative phase,
focusing on those with significant self-confidence challenges in language performance. This
ensured diverse perspectives and deeper insights into the phenomenon (Creswell & Creswell,
2018).
Vol. 12/ Núm. 1 2025 pág. 1351
Data Collection Instruments
The data were collected in two sections, the first section was quantitative, while the
second phase was qualitative and both were conducted in Spanish to reduce language barriers,
and to provide comfort to the participants so that they can express themselves more clearly in
their native language. Through verification, combining quantitative and qualitative approaches to
address a particular research issue may improve validity; complementary findings draw attention
to various facets of the phenomena (Heale & Forbes, 2013).
Survey
The questionnaire method, widely recognized for its ability to collect precise information
from a large group of individuals (Thomas et al., 2018), was employed in this research. The
designed questionnaire consisted of 18 questions, utilizing a four-point Likert scale ranging from
"1 - strongly agree" to "4 - strongly disagree." It was structured into three sections: the first
gathered demographic data such as gender and the length of time participants had been studying
English; the second focused on self-confidence, and the third addressed linguistic performance.
The questionnaire was distributed via Google Forms in the participants' native language
(Spanish), with a one-week deadline for completion.
Observation
One of the few social science methodological approaches that emphasizes in-person
behavior observation is participant observation (Zimmerman & Wieder, 1977), which was
conducted over a one-week period to monitor the progression of the phenomenon being
investigated. The observation focused on two participants, one of whom, in contrast to the other,
exhibited a lack of self-confidence, particularly during activities involving public speaking. To
carry out this activity, a checklist was used along with a notebook for taking notes, allowing us
to collect data with greater precision.
Interview
As an interview is fundamentally an organized and intentional dialogue, where the
spontaneity of the interview is the enriching foundation of data collection (Bampton & Cowton,
2002), a set of five pre-prepared questions was used, focusing on the participants' level of self-
confidence, the strategies they employ to cope with feelings of insecurity, specific experiences
that have positively or negatively impacted their linguistic performance, how making mistakes
when speaking English has affected them emotionally, and how they perceive their level of
preparation as future teachers influence their confidence in teaching English. The interviews were
conducted in Spanish with the participants to ensure they felt more comfortable expressing their
ideas. Each interview lasted approximately 10 minutes per participant.
Visual Narrative
Visual narratives are highly stimulating for the development of research practices due to
their ability to foster a deeper understanding of the human experience (Cohn, 2020). For this
Data Collection Instruments
The data were collected in two sections, the first section was quantitative, while the
second phase was qualitative and both were conducted in Spanish to reduce language barriers,
and to provide comfort to the participants so that they can express themselves more clearly in
their native language. Through verification, combining quantitative and qualitative approaches to
address a particular research issue may improve validity; complementary findings draw attention
to various facets of the phenomena (Heale & Forbes, 2013).
Survey
The questionnaire method, widely recognized for its ability to collect precise information
from a large group of individuals (Thomas et al., 2018), was employed in this research. The
designed questionnaire consisted of 18 questions, utilizing a four-point Likert scale ranging from
"1 - strongly agree" to "4 - strongly disagree." It was structured into three sections: the first
gathered demographic data such as gender and the length of time participants had been studying
English; the second focused on self-confidence, and the third addressed linguistic performance.
The questionnaire was distributed via Google Forms in the participants' native language
(Spanish), with a one-week deadline for completion.
Observation
One of the few social science methodological approaches that emphasizes in-person
behavior observation is participant observation (Zimmerman & Wieder, 1977), which was
conducted over a one-week period to monitor the progression of the phenomenon being
investigated. The observation focused on two participants, one of whom, in contrast to the other,
exhibited a lack of self-confidence, particularly during activities involving public speaking. To
carry out this activity, a checklist was used along with a notebook for taking notes, allowing us
to collect data with greater precision.
Interview
As an interview is fundamentally an organized and intentional dialogue, where the
spontaneity of the interview is the enriching foundation of data collection (Bampton & Cowton,
2002), a set of five pre-prepared questions was used, focusing on the participants' level of self-
confidence, the strategies they employ to cope with feelings of insecurity, specific experiences
that have positively or negatively impacted their linguistic performance, how making mistakes
when speaking English has affected them emotionally, and how they perceive their level of
preparation as future teachers influence their confidence in teaching English. The interviews were
conducted in Spanish with the participants to ensure they felt more comfortable expressing their
ideas. Each interview lasted approximately 10 minutes per participant.
Visual Narrative
Visual narratives are highly stimulating for the development of research practices due to
their ability to foster a deeper understanding of the human experience (Cohn, 2020). For this
Vol. 12/ Núm. 1 2025 pág. 1352
reason, the two participants were asked to draw their perspective on self-confidence when
speaking English in public or in front of their class.
Data Analysis
Quantitative Data
The analysis was conducted using the statistical program SPSS 25, a widely recognized
and utilized tool in research for processing and analyzing quantitative data (Pacheco, et al., 2020).
Descriptive statistics such as means, standard deviations, and frequencies were applied, which
allowed for a general and detailed overview of the student's beliefs regarding various aspects of
language learning and their self-confidence. This approach helped identify common trends among
the participants and highlighted potential individual differences in their perceptions and attitudes
toward language learning. In this way, the analysis provided a solid foundation for interpreting
the data and drawing meaningful conclusions.
Qualitative Data
A key step in qualitative research is theoretical sampling, which entails gathering, coding,
and analyzing data. Based on the concepts and categories that emerge from the initial analysis,
the researcher consciously chooses which more aspects need to be investigated as the theory
evolves (Noble & Mitchell, 2016). In line with this approach, during the interview process, several
important concepts emerged that highlight the participants' perceptions and behaviors regarding
the relationship between Pre-service EFL Teachers' self-confidence and language performance,
including the following:
Ethical Considerations
It is crucial for any research to protect human participants by applying the proper ethical
norms. Given the intricacy of the research process, ethical issues are especially relevant in
qualitative studies (Arifin S, 2018). Considering this, the present article ensured that all
participants voluntarily signed the informed consent form, as a prior explanation about the nature
and purpose of the research was provided before starting the investigation. It is important to note
that participants were free to withdraw at any time without any consequences. Additionally, data
confidentiality was respected, guaranteeing anonymity and the secure storage of information.
RESULTS AND DISCUSSION
Quantitative Data
To engage with the research's purpose of understanding the relationship between pre-
service EFL teachers’ self-confidence and language performance, the questionnaire was divided
into two sections, each with eight questions. It utilized a Likert scale of four levels: 1 = strongly
disagree, 2 = disagree, 3 = agree, and 4 = strongly agree.
reason, the two participants were asked to draw their perspective on self-confidence when
speaking English in public or in front of their class.
Data Analysis
Quantitative Data
The analysis was conducted using the statistical program SPSS 25, a widely recognized
and utilized tool in research for processing and analyzing quantitative data (Pacheco, et al., 2020).
Descriptive statistics such as means, standard deviations, and frequencies were applied, which
allowed for a general and detailed overview of the student's beliefs regarding various aspects of
language learning and their self-confidence. This approach helped identify common trends among
the participants and highlighted potential individual differences in their perceptions and attitudes
toward language learning. In this way, the analysis provided a solid foundation for interpreting
the data and drawing meaningful conclusions.
Qualitative Data
A key step in qualitative research is theoretical sampling, which entails gathering, coding,
and analyzing data. Based on the concepts and categories that emerge from the initial analysis,
the researcher consciously chooses which more aspects need to be investigated as the theory
evolves (Noble & Mitchell, 2016). In line with this approach, during the interview process, several
important concepts emerged that highlight the participants' perceptions and behaviors regarding
the relationship between Pre-service EFL Teachers' self-confidence and language performance,
including the following:
Ethical Considerations
It is crucial for any research to protect human participants by applying the proper ethical
norms. Given the intricacy of the research process, ethical issues are especially relevant in
qualitative studies (Arifin S, 2018). Considering this, the present article ensured that all
participants voluntarily signed the informed consent form, as a prior explanation about the nature
and purpose of the research was provided before starting the investigation. It is important to note
that participants were free to withdraw at any time without any consequences. Additionally, data
confidentiality was respected, guaranteeing anonymity and the secure storage of information.
RESULTS AND DISCUSSION
Quantitative Data
To engage with the research's purpose of understanding the relationship between pre-
service EFL teachers’ self-confidence and language performance, the questionnaire was divided
into two sections, each with eight questions. It utilized a Likert scale of four levels: 1 = strongly
disagree, 2 = disagree, 3 = agree, and 4 = strongly agree.
Vol. 12/ Núm. 1 2025 pág. 1353
Table 1
Self-confidence
Self-confidence
Statement 1 2 3 4 Mean Std
Dev.
I feel confident in my ability to teach English effectively. 0 3 27 7 9,25 12,18
I trust my knowledge of grammar and vocabulary. 0 4 29 4 9,25 13,30
I feel confident speaking English in front of others. 0 15 18 4 9,25 8,62
I trust in my ability to plan and deliver English lessons. 0 3 28 6 9,25 12,74
I believe that I can handle unexpected challenges while
teaching English.
0 7 28 2 9,25 12,84
I feel confident with my pronunciation and fluency while
teaching English.
0 10 21 6 9,25 8,85
I trust in my ability to evaluate students' linguistic
performance accurately.
0 5 29 3 9,25 13,33
I trust in my skills to catch students' attention during
English lessons.
0 3 31 3 9,25 14,57
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
According to the first section, the participants' responses indicated that nearly half of them
do not feel confident speaking English in front of others. 40.5% agreed with the following
statement: "When presenting, I started to freeze, which caused me to forget everything I had
prepared in advance." This suggests that, due to their lack of self-confidence, no matter how much
they prepare, they will not feel secure speaking in public. There are various reasons behind this
lack of confidence, including the emergence of doubts about their abilities, forgetting vocabulary,
or experiencing both simultaneously. These factors are significant in understanding why students
struggle to feel confident speaking in public. The majority of students reported that their insecurity
stems from doubts about their skills. (Tahir & Korompot, 2023)
Additionally, another factor closely tied to this situation is the lack of confidence in their
pronunciation and fluency in English. 27% of participants stated that making mistakes while
speaking affects them emotionally, causing anxiety and leading them to question, "What level am
I at? Is it high or low?". This emotional distress can be understood through the lens of insecurity.
Insecurity is a generalized uneasiness or anxiety that arises from the linguistic skills meet the
national standards for English as a Foreign Language (EFL) teachers. feeling vulnerable or
findable, threatening one’s ego or self-image, and leading individuals to doubt their own worth
(Merryanti et al., 2024).
Table 1
Self-confidence
Self-confidence
Statement 1 2 3 4 Mean Std
Dev.
I feel confident in my ability to teach English effectively. 0 3 27 7 9,25 12,18
I trust my knowledge of grammar and vocabulary. 0 4 29 4 9,25 13,30
I feel confident speaking English in front of others. 0 15 18 4 9,25 8,62
I trust in my ability to plan and deliver English lessons. 0 3 28 6 9,25 12,74
I believe that I can handle unexpected challenges while
teaching English.
0 7 28 2 9,25 12,84
I feel confident with my pronunciation and fluency while
teaching English.
0 10 21 6 9,25 8,85
I trust in my ability to evaluate students' linguistic
performance accurately.
0 5 29 3 9,25 13,33
I trust in my skills to catch students' attention during
English lessons.
0 3 31 3 9,25 14,57
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
According to the first section, the participants' responses indicated that nearly half of them
do not feel confident speaking English in front of others. 40.5% agreed with the following
statement: "When presenting, I started to freeze, which caused me to forget everything I had
prepared in advance." This suggests that, due to their lack of self-confidence, no matter how much
they prepare, they will not feel secure speaking in public. There are various reasons behind this
lack of confidence, including the emergence of doubts about their abilities, forgetting vocabulary,
or experiencing both simultaneously. These factors are significant in understanding why students
struggle to feel confident speaking in public. The majority of students reported that their insecurity
stems from doubts about their skills. (Tahir & Korompot, 2023)
Additionally, another factor closely tied to this situation is the lack of confidence in their
pronunciation and fluency in English. 27% of participants stated that making mistakes while
speaking affects them emotionally, causing anxiety and leading them to question, "What level am
I at? Is it high or low?". This emotional distress can be understood through the lens of insecurity.
Insecurity is a generalized uneasiness or anxiety that arises from the linguistic skills meet the
national standards for English as a Foreign Language (EFL) teachers. feeling vulnerable or
findable, threatening one’s ego or self-image, and leading individuals to doubt their own worth
(Merryanti et al., 2024).
Vol. 12/ Núm. 1 2025 pág. 1354
Table 2
Language performance
Language Performance
Statement 1 2 3 4 Mean Std
Dev.
I can express ideas clearly and effectively in English. 0 11 24 2 9,25 10,94
I can use a wide range of vocabulary appropriate for
teaching contexts. 0 11 23 3 9,25 8,90
My understanding of English grammar allows me to teach
it effectively. 0 7 25 5 9,25 9,44
I receive positive feedback on my linguistic skills from
colleagues and supervisors. 1 4 30 2 9,25 12,03
I am capable of conducting full lessons in English without
resorting to the students' native language. 0 7 25 5 9,25 9,44
I effectively correct my own linguistic errors while
teaching. 1 2 29 5 9,25 11,50
I feel comfortable using English in both informal and
formal teaching contexts. 0 6 26 5 9,25 9,93
My linguistic skills meet the national standards for
English as a Foreign Language (EFL) teachers. 0 9 28 0 9,25 11,43
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
As shown in the second section, 29.7% of participants revealed that they struggle to express
their ideas clearly and effectively in English, with some even feeling nervous when doing so. One
potential factor contributing to this difficulty is the presence of cultural barriers, which may hinder
students' willingness to voice their opinions in class—especially when there are disagreements
within the group. These barriers, along with the challenges of clearly expressing ideas, have been
identified as key factors affecting students' communication (Barker, 2016). This difficulty can be
further understood in the context of a statement made by some participants: “A teacher has to be
very specific about what they are going to say.” Beghetto (2007) suggests that whether students
view classroom conversations as valuable opportunities to take intellectual risks for creative
expression can significantly influence their anxiety about revealing their limitations. To mitigate
this, teachers must work diligently to foster a classroom environment that encourages students to
take these risks with confidence. Additionally, teachers need to remain open to the diverse
viewpoints of their students, even when these perspectives seem only marginally relevant to the
discussion.
Qualitative Data
Joseph
Joseph has a high level of confidence. The reason behind this is because he is always
prepared for what he needs to do. During the interview, he mentioned, "my confidence level is
high, I am always sure of what I'm going to say (Interview). According to Ghafar (2023) self-
confidence has been linked to a positive impact on one's degree of English language proficiency.
Higher levels of self-confidence are positively correlated with improved English language
Table 2
Language performance
Language Performance
Statement 1 2 3 4 Mean Std
Dev.
I can express ideas clearly and effectively in English. 0 11 24 2 9,25 10,94
I can use a wide range of vocabulary appropriate for
teaching contexts. 0 11 23 3 9,25 8,90
My understanding of English grammar allows me to teach
it effectively. 0 7 25 5 9,25 9,44
I receive positive feedback on my linguistic skills from
colleagues and supervisors. 1 4 30 2 9,25 12,03
I am capable of conducting full lessons in English without
resorting to the students' native language. 0 7 25 5 9,25 9,44
I effectively correct my own linguistic errors while
teaching. 1 2 29 5 9,25 11,50
I feel comfortable using English in both informal and
formal teaching contexts. 0 6 26 5 9,25 9,93
My linguistic skills meet the national standards for
English as a Foreign Language (EFL) teachers. 0 9 28 0 9,25 11,43
Note: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree.
As shown in the second section, 29.7% of participants revealed that they struggle to express
their ideas clearly and effectively in English, with some even feeling nervous when doing so. One
potential factor contributing to this difficulty is the presence of cultural barriers, which may hinder
students' willingness to voice their opinions in class—especially when there are disagreements
within the group. These barriers, along with the challenges of clearly expressing ideas, have been
identified as key factors affecting students' communication (Barker, 2016). This difficulty can be
further understood in the context of a statement made by some participants: “A teacher has to be
very specific about what they are going to say.” Beghetto (2007) suggests that whether students
view classroom conversations as valuable opportunities to take intellectual risks for creative
expression can significantly influence their anxiety about revealing their limitations. To mitigate
this, teachers must work diligently to foster a classroom environment that encourages students to
take these risks with confidence. Additionally, teachers need to remain open to the diverse
viewpoints of their students, even when these perspectives seem only marginally relevant to the
discussion.
Qualitative Data
Joseph
Joseph has a high level of confidence. The reason behind this is because he is always
prepared for what he needs to do. During the interview, he mentioned, "my confidence level is
high, I am always sure of what I'm going to say (Interview). According to Ghafar (2023) self-
confidence has been linked to a positive impact on one's degree of English language proficiency.
Higher levels of self-confidence are positively correlated with improved English language
Vol. 12/ Núm. 1 2025 pág. 1355
proficiency. Persistence and effort enable maintaining focus to tackle the simplest to the most
complex activities. This reflects the participants' ability and commitment to face challenges and
adapt to the adversities they encounter (Hollenbeck & Hall, 2004).
All students naturally make mistakes and face setbacks as part of their learning processes.
A cognitive-constructivist, knowledge-based approach to education assumes that errors can be
addressed and learned from (Tulis, 2013). For Joseph, his nervousness drives him, and his
mistakes help him realize that the learning process is not always perfect. According to Zander et
al. (2014), the constructive handling of mistakes improves learning outcomes and requires both
an affective and a cognitive dimension: a positive learning orientation toward errors and a low
fear of making mistakes. In this context, students who feel confident that they will not be ridiculed
for their mistakes are more likely to report lower negative feelings and adopt more positive
attitudes toward errors. On the other hand, if teachers overlook or judge students' mistakes, these
students are more likely to avoid taking risks and may even conceal their mistakes rather than
share their misunderstandings (Tulis, 2013).
Joseph's growing confidence is further strengthened by receiving constructive feedback,
which allows him to improve and feel more assured in his abilities. Proper feedback motivates
students to build their knowledge and tackle more complex tasks. It helps learners identify areas
for growth, guiding them when facing challenges. Al-Ghamdi (2017) highlights that teacher
feedback increases student engagement and supports their learning journey. By focusing on areas
of improvement, students can develop the necessary skills for future success.
However, some argue that feedback can have negative effects on students' performance.
For example, overly critical feedback may create anxiety and hinder the learning environment.
Negative feedback can lower a student's self-esteem, causing them to feel anxious or discouraged,
ultimately affecting their confidence (Al-Ghamdi, 2017). This is why feedback must be
constructive and supportive, helping students feel empowered and motivated to continue learning.
This approach can be seen in the visual narrative of Joseph, who speaks confidently in front
of an audience. Their facial expression is warm and assured, and their open body language
suggests a deep comfort with the situation. The way they dress balances professionalism with
approachability, giving the impression of competence and relatability. As they engage with their
audience through hand gestures and use a whiteboard, they demonstrate preparedness and
certainty, portraying someone who enjoys speaking in public and does so with confidence.
proficiency. Persistence and effort enable maintaining focus to tackle the simplest to the most
complex activities. This reflects the participants' ability and commitment to face challenges and
adapt to the adversities they encounter (Hollenbeck & Hall, 2004).
All students naturally make mistakes and face setbacks as part of their learning processes.
A cognitive-constructivist, knowledge-based approach to education assumes that errors can be
addressed and learned from (Tulis, 2013). For Joseph, his nervousness drives him, and his
mistakes help him realize that the learning process is not always perfect. According to Zander et
al. (2014), the constructive handling of mistakes improves learning outcomes and requires both
an affective and a cognitive dimension: a positive learning orientation toward errors and a low
fear of making mistakes. In this context, students who feel confident that they will not be ridiculed
for their mistakes are more likely to report lower negative feelings and adopt more positive
attitudes toward errors. On the other hand, if teachers overlook or judge students' mistakes, these
students are more likely to avoid taking risks and may even conceal their mistakes rather than
share their misunderstandings (Tulis, 2013).
Joseph's growing confidence is further strengthened by receiving constructive feedback,
which allows him to improve and feel more assured in his abilities. Proper feedback motivates
students to build their knowledge and tackle more complex tasks. It helps learners identify areas
for growth, guiding them when facing challenges. Al-Ghamdi (2017) highlights that teacher
feedback increases student engagement and supports their learning journey. By focusing on areas
of improvement, students can develop the necessary skills for future success.
However, some argue that feedback can have negative effects on students' performance.
For example, overly critical feedback may create anxiety and hinder the learning environment.
Negative feedback can lower a student's self-esteem, causing them to feel anxious or discouraged,
ultimately affecting their confidence (Al-Ghamdi, 2017). This is why feedback must be
constructive and supportive, helping students feel empowered and motivated to continue learning.
This approach can be seen in the visual narrative of Joseph, who speaks confidently in front
of an audience. Their facial expression is warm and assured, and their open body language
suggests a deep comfort with the situation. The way they dress balances professionalism with
approachability, giving the impression of competence and relatability. As they engage with their
audience through hand gestures and use a whiteboard, they demonstrate preparedness and
certainty, portraying someone who enjoys speaking in public and does so with confidence.
Vol. 12/ Núm. 1 2025 pág. 1356
Figure 1
Joseph speaking in public
Joseph's confidence is not only reflected in his visual narrative but was also demonstrated
during the observation process, in which he gave several presentations. In all of them, he remained
calm and confident in the information he conveyed. Moreover, his statement was confirmed: "I
find public speaking fun; it's like a challenge." This declaration reinforces his positive attitude
toward public speaking, seeing it not as a source of anxiety but as an opportunity for growth and
personal challenge.
Steve
Unlike Joseph, Steve has a low level of confidence because he frequently compares his
English proficiency to that of his classmates. He acknowledged this struggle by stating, “I always
try to do my best; however, the biggest mistake I face as a student is comparing myself to others
with a higher level” (Interview). According to Merryanti et al. (2024), insecurity is the feeling of
uncertainty about one's abilities or a lack of self-confidence. This often stems from negative past
experiences or constant comparisons with others. In an educational setting, insecurity can
manifest as a lack of confidence in one's skills, feelings of inadequacy when performing tasks,
and excessive concern about others' opinions. Furthermore, ongoing pressure from family,
particularly from parents, can significantly impact a student's academic performance.
One specific form of insecurity in language learning is linguistic insecurity, which refers
to the anxiety or lack of confidence experienced by speakers and writers who feel their language
use does not conform to standard norms. As Daftari and Tavil (2017) explain, this type of
insecurity is often linked to a negative self-perception of one's speech or language variety. It tends
to arise when individuals compare their pronunciation and grammar to what is perceived as the
"correct" way of speaking, further reinforcing feelings of self-doubt and discouragement.
The experiences and emotions of both students and teachers play a crucial role in shaping
the quality of learning, academic performance, and interpersonal relationships. Throughout the
learning process, students may face difficult experiences that influence their emotional responses,
ultimately affecting their ability to progress. For instance, Steve shared a personal experience; he
commented, “An experience that affected my self-confidence was when I had a presentation, and
Figure 1
Joseph speaking in public
Joseph's confidence is not only reflected in his visual narrative but was also demonstrated
during the observation process, in which he gave several presentations. In all of them, he remained
calm and confident in the information he conveyed. Moreover, his statement was confirmed: "I
find public speaking fun; it's like a challenge." This declaration reinforces his positive attitude
toward public speaking, seeing it not as a source of anxiety but as an opportunity for growth and
personal challenge.
Steve
Unlike Joseph, Steve has a low level of confidence because he frequently compares his
English proficiency to that of his classmates. He acknowledged this struggle by stating, “I always
try to do my best; however, the biggest mistake I face as a student is comparing myself to others
with a higher level” (Interview). According to Merryanti et al. (2024), insecurity is the feeling of
uncertainty about one's abilities or a lack of self-confidence. This often stems from negative past
experiences or constant comparisons with others. In an educational setting, insecurity can
manifest as a lack of confidence in one's skills, feelings of inadequacy when performing tasks,
and excessive concern about others' opinions. Furthermore, ongoing pressure from family,
particularly from parents, can significantly impact a student's academic performance.
One specific form of insecurity in language learning is linguistic insecurity, which refers
to the anxiety or lack of confidence experienced by speakers and writers who feel their language
use does not conform to standard norms. As Daftari and Tavil (2017) explain, this type of
insecurity is often linked to a negative self-perception of one's speech or language variety. It tends
to arise when individuals compare their pronunciation and grammar to what is perceived as the
"correct" way of speaking, further reinforcing feelings of self-doubt and discouragement.
The experiences and emotions of both students and teachers play a crucial role in shaping
the quality of learning, academic performance, and interpersonal relationships. Throughout the
learning process, students may face difficult experiences that influence their emotional responses,
ultimately affecting their ability to progress. For instance, Steve shared a personal experience; he
commented, “An experience that affected my self-confidence was when I had a presentation, and
Vol. 12/ Núm. 1 2025 pág. 1357
when it was time to present, I froze, which caused me to forget everything I had prepared in
advance”. These emotions can vary depending on the challenges encountered, such as struggling
with complex concepts or receiving criticism. Additionally, the inherent power imbalance in the
student-teacher relationship can shape how students perceive and react to these emotional
experiences. Negative experiences, if not addressed constructively, may lead to feelings of
insecurity, discouragement, or fear of making mistakes, all of which can hinder learning and
personal growth (Rowe & Fitness, 2018).
Torretti (1962) points out that the experience of sensory errors leads us to question our
understanding of what things truly are. This often stems from doubts about our ability to know,
which arise from the need to define the limits of knowledge. Steve, similarly, lacks confidence in
his abilities and frequently questions his knowledge, even asking, "What level of English do I
have?” (Interview). This insecurity prevents him from trusting his abilities, limiting his personal
growth and development.
By observing the visual narrative created by Steve, it’s easy to deduce that he feels
anxious and vulnerable. His wide eyes and open mouth suggest he’s overwhelmed, while his
defensive hand gesture and hunched posture indicate he wants to protect himself. His curled body
and lack of eye contact add to the feeling of insecurity, as if he fears connecting with others. These
signs reflect someone struggling with fear and self-doubt in a challenging situation.
Figure 2
Steve speaking in public
We can confirm the previously mentioned, as he displayed clear signs of insecurity and
fear during the observation stage. This was evident through his body language—he moved his
hands and feet excessively while presenting, hesitated on certain words, and experienced
noticeable sweating in his hands just minutes before speaking in public. Steve mentioned, "The
strategy I use to overcome these feelings is breathing." Deep breaths helped him calm his nerves
and gave him a sense of control, allowing him to feel more confident when facing the situation.
when it was time to present, I froze, which caused me to forget everything I had prepared in
advance”. These emotions can vary depending on the challenges encountered, such as struggling
with complex concepts or receiving criticism. Additionally, the inherent power imbalance in the
student-teacher relationship can shape how students perceive and react to these emotional
experiences. Negative experiences, if not addressed constructively, may lead to feelings of
insecurity, discouragement, or fear of making mistakes, all of which can hinder learning and
personal growth (Rowe & Fitness, 2018).
Torretti (1962) points out that the experience of sensory errors leads us to question our
understanding of what things truly are. This often stems from doubts about our ability to know,
which arise from the need to define the limits of knowledge. Steve, similarly, lacks confidence in
his abilities and frequently questions his knowledge, even asking, "What level of English do I
have?” (Interview). This insecurity prevents him from trusting his abilities, limiting his personal
growth and development.
By observing the visual narrative created by Steve, it’s easy to deduce that he feels
anxious and vulnerable. His wide eyes and open mouth suggest he’s overwhelmed, while his
defensive hand gesture and hunched posture indicate he wants to protect himself. His curled body
and lack of eye contact add to the feeling of insecurity, as if he fears connecting with others. These
signs reflect someone struggling with fear and self-doubt in a challenging situation.
Figure 2
Steve speaking in public
We can confirm the previously mentioned, as he displayed clear signs of insecurity and
fear during the observation stage. This was evident through his body language—he moved his
hands and feet excessively while presenting, hesitated on certain words, and experienced
noticeable sweating in his hands just minutes before speaking in public. Steve mentioned, "The
strategy I use to overcome these feelings is breathing." Deep breaths helped him calm his nerves
and gave him a sense of control, allowing him to feel more confident when facing the situation.
Vol. 12/ Núm. 1 2025 pág. 1358
CONCLUSIONS
This study examined the relationship between pre-service EFL teachers' self-confidence
and their language performance. Using a mixed-method approach, surveys, classroom
observations, and interviews provided deeper insights into this dynamic. The findings indicate
that self-confidence significantly influences language learning, impacting not only speaking skills
but also listening, reading, and writing.
Students with higher self-confidence demonstrated better fluency, pronunciation, and
engagement in oral tasks, while those with lower confidence experienced hesitation, fear of
mistakes, and avoidance of speaking activities. Similarly, confident students showed greater
comprehension in listening tasks, actively participated in reading exercises, and produced more
structured and accurate written work. In contrast, those with lower confidence struggled with
understanding spoken messages, avoided reading aloud due to fear of evaluation, and displayed
limitations in writing fluency and grammatical accuracy. These findings suggest that self-
confidence is a key factor in overall communicative competence, as it affects performance across
all four skills.
To address this issue, EFL educators should create a supportive learning environment that
fosters confidence in all language areas. Incorporating collaborative activities, constructive
feedback, and balanced practice of the four skills can help reduce anxiety and strengthen students’
confidence. This research highlights the need for teaching strategies that support students'
emotional well-being, ultimately preparing future teachers to communicate effectively and help
their students develop language skills with confidence and fluency.
This research, however, is subject to one limitation. Participants might feel embarrassed
to identify themselves or admit to lacking self-confidence. For this reason, for future studies, it is
recommended to do a longitudinal study to understand more in-depth the self-confidence of
students and its influence on their learning process.
CONCLUSIONS
This study examined the relationship between pre-service EFL teachers' self-confidence
and their language performance. Using a mixed-method approach, surveys, classroom
observations, and interviews provided deeper insights into this dynamic. The findings indicate
that self-confidence significantly influences language learning, impacting not only speaking skills
but also listening, reading, and writing.
Students with higher self-confidence demonstrated better fluency, pronunciation, and
engagement in oral tasks, while those with lower confidence experienced hesitation, fear of
mistakes, and avoidance of speaking activities. Similarly, confident students showed greater
comprehension in listening tasks, actively participated in reading exercises, and produced more
structured and accurate written work. In contrast, those with lower confidence struggled with
understanding spoken messages, avoided reading aloud due to fear of evaluation, and displayed
limitations in writing fluency and grammatical accuracy. These findings suggest that self-
confidence is a key factor in overall communicative competence, as it affects performance across
all four skills.
To address this issue, EFL educators should create a supportive learning environment that
fosters confidence in all language areas. Incorporating collaborative activities, constructive
feedback, and balanced practice of the four skills can help reduce anxiety and strengthen students’
confidence. This research highlights the need for teaching strategies that support students'
emotional well-being, ultimately preparing future teachers to communicate effectively and help
their students develop language skills with confidence and fluency.
This research, however, is subject to one limitation. Participants might feel embarrassed
to identify themselves or admit to lacking self-confidence. For this reason, for future studies, it is
recommended to do a longitudinal study to understand more in-depth the self-confidence of
students and its influence on their learning process.
Vol. 12/ Núm. 1 2025 pág. 1359
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Abdulhussain, A. H., Jabor, I. A., & Ghani, A. A. (2017). The Role of Self- Confidence
Effectiveness for English Language Learners. Mustansiriyah Journal Of Arts, 41(77), 939-
959. https://www.iasj.net/iasj?func=fulltext&aId=122939
Al-Ghamdi, A. (2017). Building a Positive Environment in Classrooms through Feedback and
Praise. English Language Teaching, 10(6), 37-43.
https://files.eric.ed.gov/fulltext/EJ1143458.pdf
Al-Hebaish, S. M. (2012). The Correlation between General Self-Confidence and Academic
Achievement in the Oral Presentation Course. Theory And Practice In Language Studies,
2(1). https://doi.org/10.4304/tpls.2.1.60-65
Akbari, Z. (2016). The Study of EFL Students’ Perceptions of their Problems, Needs and
Concerns over Learning English: The Case of MA Paramedical Students. Procedia: Social
& Behavioral Sciences, 232, 24-34. https://doi.org/10.1016/j.sbspro.2016.10.006
Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning
Process. American International Journal Of Social Science Research, 5(1), 1-15.
https://doi.org/10.46281/aijssr.v5i1.462
Arifin, S. R. M. (2018). Ethical considerations in qualitative study. International Journal of care
scholars, 1(2), 30-33. https://journals.iium.edu.my/ijcs/index.php/ijcs/article/view/82/27
Barker, B. (2016). Do Students Express Their Actual Opinions in Class. New Directions In
Teaching And Learning English Discussion, 4, 79-88.
https://rikkyo.repo.nii.ac.jp/?action=repository_action_common_download&item_id=160
82&item_no=1&attribute_id=18&file_no=1
Bampton, R., & Cowton, C. J. (2002). The E-Interview. Forum Qualitative Sozialforschung, 3(2),
1-12. https://doi.org/10.17169/fqs-3.2.848
Beghetto, R. A. (2007). Does creativity have a place in classroom discussions? Prospective
teachers’ response preferences. Thinking skills and creativity, 2(1), 1-9.
https://www.sciencedirect.com/science/article/abs/pii/S1871187106000356
Buitrago, A. G. R., & Sandoval-Estupiñán, L. Y. (2022). El valor de la confianza en la escuela.
Revista de Investigació n En Educació n/Revista de Investigación En Educación, 20(1), 40-
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Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches (5th ed.). SAGE
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