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Accelerating Learners’ Self-confidence Level in Second Language Acquisition: A Qualitative Study

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  • Port City International University, Chattogram, Bangladesh.

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Second Language Acquisition (SLA) is a complex psychosomatic process. As per educational psychology, its acquisition process depends on some affective determinants related to learners' self-confidence that accelerates learners’ zeal of learning the language. However, studies are rare to empirically explore the factors or the ways that help learners build their self-confidence level. Thus, the prime focus of this study is to find out factors associated with accelerating learners’ self-confidence in SLA through a qualitative case study. Data have been collected through semi-structured interviews carried out over the phone due to the COVID-19 pandemic. A total of 13 respondents (7 boys and 6 girls) have been interviewed who have recently completed their postgraduation. The obtained data have been analyzed with the help of the content analysis technique. The study finds that the self-confidence of a learner gets accelerated by three main factors like motivational factor, social factor, and environmental factor which motivate a learner to learn L2. Based on the findings, some policy recommendations have been suggested to further improve L2 learners’ self-confidence level.
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ISSN Number: 2773-5958, SSM Number: (1347468-T), doi.org/10.53272/icrrd, www.icrrd.com
Quality Index Research Journal
Accelerating Learners’ Self-confidence Level in Second Language
Acquisition: A Qualitative Study
Md Rabiul Alam1*, Sultana Jahan2, Md Rashed Khan Milon3, Diana Ansarey4, Sheaikh Umar
Faruque Al Hadi5
1Department of Language and Literacy Education, University of Malaya, Malaysia
2Department of Language and Communication, Patuakhali Science and Technology University,
Bangladesh
3Department of English, Port City International University, Bangladesh
4Department of English, University of Malaya, Malaysia
5Department of English, Asian University of Bangladesh, Bangladesh
*Corresponding author; Email: rabiulalam.um@gmail.com
INTRODUCTION
Self-confidence and second language acquisition is very intrinsically connected with each other.
Not only that, any kind of learning, success, achievement, and prosperity are greatly influenced by
self- confidence. It is a kind of inner force that allows people to work spontaneously (Rastelli, 2018)
which has been a major part of research for many decades in different fields (Chemers et al., 2000).
Research has shown that learners with high self-confidence can acquire second language or L2
Accepted: 30 July 2021
Available Online: 23 August 2021
Published: 23 August 2021
Volume-2, Issue-3 Cite This: ICRRD Qual. Ind. Res. J. 2021, 2(3), 141-153
ABSTRACT: Second Language Acquisition (SLA) is a complex psychosomatic process. As per
educational psychology, its acquisition process depends on some affective determinants related
to learners' self-confidence that accelerates learners’ zeal of learning the language. However,
studies are rare to empirically explore the factors or the ways that help learners build their self-
confidence level. Thus, the prime focus of this study is to find out factors associated with
accelerating learners’ self-confidence in SLA through a qualitative case study. Data have been
collected through semi-structured interviews carried out over phone due to the COVID-19
pandemic. A total of 13 respondents (7 boys and 6 girls) have been interviewed who have recently
completed their postgraduation. The obtained data have been analyzed with the help of the
content analysis technique. The study finds that self-confidence of a learner gets accelerated by
three main factors like motivational factor, social factor, and environmental factor which motivate
a learner to learn L2. Based on the findings, some policy recommendations have been suggested
to further improve L2 learners’ self-confidence level.
Keywords: SLA; self-confidence; motivational factor; social factor; environmental factor; teachers’
role
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faster than those who have lack of self-confidence (Bao & Liu, 2021). Scholars have defined self
confidence in a number of ways. Believing in the capability to perform the action is the basis of self-
confidence (Chemers et al., 2000; Clark et al., 2008). The term self-confidence refers to self-esteem
(Douglas, 2014). Erol and Orth (2011) say that self-esteem is an assessment based on emotions of
one’s self value or worth. It is the feeling of self-value by oneself while personal judgment is driven
externally (Park and Crocker, 2005; Douglas, 2014). Self-confidence or self-esteem in SLA refers to that
driving force that makes the learners different from others by enabling them to achieve the L2 in a
speedy manner (Islam, 2017). While people learn something and gain feedback from his task by
implementing it, they feel like capable of doing the thing and this ability grows their self-confidence
(Park et al., 2007; Kung, 2019). So, self-confidence is the result of one’s belief of accomplishing the
specific task (Bandura, 1993). On the contrary, learners without self-confidence or having low self-
confidence are seen to be nervous, ashamed, timid and introvert who cannot express their feelings,
emotions, desires, likings, dis-likings, and what is going on in their mind confidently before others in
the target language English (Wang & Wu, 2020).
Considering the importance of the influence of self-confidence in the acquisition of SLA, many
studies (e.g., Maftoon & Ziafar, 2013; Lenahan, 2015; Selvi & Martin-Beltrán, 2016; Islam, 2017;
Rastelli, 2018; Kung, 2019; Wang & Wu, 2020; Bao & Liu, 2021) have been carried out by the scholars
throughout the world. They have analysed self-confidence based on many general factors. But there
are very few studies that empirically highlighted how to augment L2 learners’ self-confidence in the
context of tertiary level students in Bangladeshi private universities. Thus, this study aims at tracing
out the very rarely touched factors which can build self-confidence of the learners. It will create an
awareness in the arena of SLA. Teachers of SLA will come to know how to grow self-confidence of the
learners. The study would get importance as it would go for practical data collection along with
analysing the literatures related to the influence of self confidence in the acquisition of L2. Based on
the objective of this study, a qualitative case study has been carried out where 13 postgraduate
students from two prominent private universities in Bangladesh have been interviewed through semi-
structured interview questions. Due to the COVID-19 pandemic, interviews have been carried out over
phone. The obtained data have been analyzed with the help of the content analysis technique. The
study finds that self-confidence of a learner gets accelerated by three main factors like motivational
factor, social factor, and environmental factor which motivate a learner to learn L2. Based on the
findings, some policy recommendations have been suggested to further improve L2 learners’ self-
confidence level.
LITERATURE REVIEW
In the life of human being, self-confidence means a lot through which one can reach the zenith
of his success. Every success is the result of self-confidence if we analyse it very keenly. Because,
before success appears, one needs to start working first and he or she will never commence the work
unless he feels motivated and is driven by self-confidence to that particular work. Similarly, in the
acquisition of L2, self-confidence has been an undeniable part which absence makes the learners split
from the goal. Many studies have been carried out and many models and theories have been taken
place showing the necessity of self confidence in the acquisition of SLA. In the primary stage of L2
learning, self-confidence has been considered as an affective factor on attitudes and motivation with
a social psychological approach that determines L2 achievement (Ozdemir & Papi, 2021; Ghasemi,
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2018; Clément, 1980; 1985; Gardner et al., 1997). Those learners can acquire better communicative
competence who are comparatively more confident (Ozdemir & Papi, 2021; Clément & Kruidenier,
1985).
Rubio (2007) defines self-confidence as a feeling of self-competence that an individual
requires for overcoming the fundamental problems of life. Timirli et al. (2013) define self-confidence
as self-esteem and self-assessment of a person through which he can make the task happen. Self-
confidence is a driving force that is generated in every human being from his/her early childhood and
it consists of two things: lovability and confidence (Mutluer, 2006). Self-confidence plays the role as a
main driving force in L2 acquisition. L2 achievement depends on the higher self-esteem. According to
Rubio (2007), there is a correlation between self-confidence and academic achievement. Cultural
background of the learners also influences self-confidence (Ghasemi et al., 2020; Dessi and Zhao,
2011; Heine et al., 2001).
Besides, L2 learners’ social constructive perspective also determines self-confidence. Norton
(1995; 1997; 2000) says that self-confidence is the result of social and lived experiences of the learners
which may take changes in the course of time and space. The concept of self-confidence by Norton
shows the relationship and a theoretical framework of social context in SLA that implies social context
can influence L2 acquisition both positively and negatively (e.g., MacIntyre & Vicze, 2017; MacIntyre
et al., 2019; Norton, 1997; Pavlenko, 2002; Pennycook, 1999; Zhu et al., 2007). It also refers to the
sociocultural theory of L2 learning by Zuengler and Miller (2006).
From Norton’s theoretical concept of self-confidence, L2 acquisition is seen to be the outcome
of sociocultural engagement. This sociocultural concept shows that L2 acquisition takes place when
the learners are engaged culturally, socially and politically with the L2 community (Sugita McEown et
al., 2017; Young, 2007; Zhu, et al., 2007; Zuengler & Miller, 2006). Recent studies on L2 show that
learners’ active engagement in L2 learning proves their investment. Instead of motivation, the term
investment has been used by Norton (1995, p.17) in neoclassical economics indicating that if the
learners invest in a L2, they do it consciously that they will learn a vast symbolic and material
resources. By this way, they arbitrarily relate themselves with the social world (Barkhuizen, 2004).
Norton (2000) says that investment in the target language means the investment in the learners’
identity which is changeable in the course of time and space. Sociocultural concept of L2 means the
influence of environment that helps build learners’ self-confidence (Sugita McEown et al., 2017).
This concept of social cultural theory has been considered for many studies, especially in the
context of L2 learners while they are using this to achieve their desired target and overcome
hindrances in various discourses of learning (Arkoudis & Davison, 2008; Lin et al., 2002; Norton & Gao,
2008). The relationship between linguistic competence and individual social status forms the
realization of ownership of English in L2 learning (Bourdieu (1991). Feeling the ownership of anything
always functions as a great motivational force that, in turns, helps build self-confidence and self-
esteem in an individual; and these forces together accelerate their way of achieving their desired goal,
L2 acquisition. Lin et al. (2002) describe how the feeling of being non-native speaker of a novice English
teacher leads him or her to demotivation at the beginning of his or her teaching, but gradually he/she
can overcome this negative feeling. From poststructuralist point of view, language ideologies are very
closely related to the lack of potential identity crisis and linguistic legitimacy (Pavlenko, 2002).
Language ideologies are very much related to the outlook of individual speaker to his/her language,
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rather it focuses much on the factors that form values and beliefs in social, local and global contexts.
Pavlenko and Norton (2007) say that when L2 learners feel themselves belong to the target language
community, this feeling motivates them rapidly and consequently builds their self-confidence to
achieve their desired goal in the shortest time.
Based on the afore-mentioned theories, it is clear that self-confidence is one of the most
dominant factors in L2 acquisition. The concept of self confidence in L2 acquisition was first focused
through the social context model of Clement (1980; 1986). He considered self-confidence as a vehicle
to remove L2 learners’ language anxiety. According to Clement (1980), when SLA takes place in
multicultural atmosphere and L2 learners get chance to engage themselves in communication with
target language community, this opportunity assists them build their self-confidence and it forces
them to be more motivated to learn the L2 in the fastest way. Besides, willingness to communicate
(WTC) is another social psychological model of SLA introduced by MacIntyre et al. (1998), where they
put self-confidence as the pivotal factor of L2 learning. The WTC model says that learners’ willingness
to communicate is the outcome of a number of social psychological, linguistic and communicative
variables which lead them to learn the L2 spontaneously. WTC is affected differently by both anxiety
and perceived competence. WTC is grown in L2 learners when they are driven with self-confidence
which forces them learn quickly. There are two phases of self-confidence based on time and situations;
trait-like self-confidence and state self-confidence which are distinguished from one another by
MacIntyre et al. (1998).
Being considered as a part of social psychological variable, some studies have replaced self-
confidence with self-efficacy which helps create motivation and language acquisition (e.g., Chularut &
DeBacker, 2004; Cotterall, 1999; Ehrman et al., 2003; Oliver et al., 2005). But Tremblay and Gardner
(1995) have made distinction between self-confidence and self-efficacy mainly in light of the inclusion
of an anxiety component. In L2 learning situation, analysing the work of Clement and others related
to him, it is evident that self-confidence is a part of motivation that makes a difference between
individuals in terms of learning L2 (Ellis, 1994). So, before the visibility of Norton’s work about self-
confidence, there were very few studies that highlighted the ways through which learners’ self-
confidence could be constructed. Norton (1995, 1997, 2000) explained a clear concept on how
learners can gain self-confidence and how they can use English language in the actual situation outside
of their classroom with the courage of self-confidence and also formed the social constructive view of
self-confidence implying that both the factors, anxiety and self-confidence are the results of
environmental influence and the lived experiences of the learners.
Hence, after synthesizing the findings and observations of existing studies, this study has
drawn a conceptual framework that would guide it to have a better understanding of various factors
that influence L2 learners’ self-confidence and consequently helps them develop their language skills.
Figure 1 in the following exhibits the conceptual framework of this study:
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Figure 1: Conceptual Framework
METHODOLOGY
Since the present study deals with getting an in-depth understanding of factors associated
with building learners’ self-confidence in SLA, a qualitative case study has been deployed to have the
desired outcome of the study. For getting an accurate understanding of the event, the steps and
procedures of data collection, transcription, and interpretation have been given due importance.
Data Collection Method
An in-depth interview protocol was taken into consideration for this qualitative research. A
set of semi-structured interview questions was used to get the necessary data. As the COVID-19
pandemic is still in rise, all kinds of educational institutions in Bangladesh are physically closed.
However, many institutions are carrying out their operations through the use of virtual platforms. Due
to the closure of the universities, data were collected through interviews over phone. The participants
were primarily urged to portray their experience regarding the impact of self-confidence on SLA. Then
they were asked several questions in order to find out the factors that enhance their self-confidence
level to learn L2. With the prior permission of the respondents, their interviews were audio-recorded
through the use of audio-recorder apps. The interviews were taken in October 2020.
Participants
For a qualitative case study, a purposive sample was used to have a clear understanding of
the phenomenon. In line with this view, 13 students from two renowned private universities located
in Chittagong, Bangladesh were chosen as the participants. The selection of the sampling is done
considering time, money, location, availability of sites or respondents, and so on. To select the
respondents, those students were given priority who have already completed their postgrad as they
can give the real voice regarding the aim of this study. Reason behind choosing private university
students was that in the context of Bangladesh, private university students are thought to be less
competent compared to their counterpart public university students. Out of 13 respondents, 7 were
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from one university and 6 from another university while 7 of them were male and the rest were
female. They were in between 23 and 27 years of age while they were interviewed.
Data Analysis
The conceptual framework of this study was taken into consideration to analyse the data of
this study. As said earlier that interviews were audio-recorded through audio-recording apps in the
mobile phone. The audio-recorded interviews were interpreted quickly, and the researchers assessed
every record with composed notes from the interview while listening to the relating tape. To ensure
the validity and reliability of the study, the transcribed data have been sent to the respondents to get
their ratification whether the researchers recorded the things exactly what they said
FINDINGS AND DISCUSSIONS
The conceptual framework of this study which has been developed following the frameworks
of MacIntyre et al. (1998), Clément (1980; 1985) and Rubio (2007) shows that learners self-confidence
depends on mainly three factors- motivational factor, social factor, and environmental factor. These
factors have also many sub-factors that can have a great impact on self-confidence either positively
or negatively. Feeling of being capable of doing anything is considered as self-confidence. A man who
has competency to do a job, but cannot initiate it because of low level of self-confidence is seen
unsuccessful in the long-run. Similarly, a learner having good skill in language might feel that he cannot
speak before others in the classroom can be regarded as the lack of self-confidence. Self-confidence
is a mental representation or the sense of cognition similar to fear and anxiety in human being. Rubio
(2007) considered cognition as the centre of self-confidence, that failure or success is felt cognitively.
There are many factors which lead a person to fear or anxiety, and in the same way there are also
many determiners/factors/variables that are responsible in the increase and decrease of learners’ self-
confidence. However, the current study investigates factors associated with augmenting the level of
learners’ self-confidence in SLA. Hence, the collected data of this study presents factors associated
with accelerating learners’ self-confidence in SLA. The development of learners’ self-confidence has
been accounted through mainly three factors as depicted by the conceptual framework stated above.
These three factors are illustrated below based on the experiences of the respondents interviewed
for this research. Among these three, empirical data shows motivational factor is the main driving
force to build L2 learners’ level of self-confidence.
Motivational Factor
Motivation is that driving force in SLA that enables learners to learn the language in a rapid
manner. Richards (1985) considers motivation as a force that creates a person’s feeling to do
something. Research also shows that invested learners can acquire the language more quickly than
the non-invested learners. Motivation can be intrinsic or extrinsic, integrative or instrumental. All
kinds of motivation together build learners’ self-confidence. Motivational factor depends on three
things, such as, praise from the teacher or from others, the quality and attitude of the language
instructor. Praise can enhance the learners’ self confidence to learn the L2 in a quick manner. This is
the general philosophy of the learners that they will commit mistakes. Nonetheless, if the teachers,
being their facilitators, show their positive attitudes to them by telling them motivating words like ‘no
problem, you can’, learners will get hope and they can produce more sentences by removing their
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shyness and nervousness. So, praise can be a great factor to create motivation and self-confidence of
the learners. In this regard, 80% of the total respondents say,
When we do any mistakes in speaking or writing in English, our teachers inspire us saying the
words like it’s not a matter, failure is the pillar of success etc. which motivate us to learn English
easily and our enthusiasm of learning gets accelerated.
So, after analysing the empirical data based on the above factor, it is certain that teachers’ praise plays
a significant role in building up the self-confidence of a learner to learn the target language. This
finding is aligned with the findings of Selvi & Martin-Beltrán (2016) and Bao & Liu (2021).
Besides, learners feel highly motivated when they find very skilled and outstanding language
teachers. There are some language instructors who can not speak fluently and pronounce properly.
This creates demotivation among students. If the teachers are skilled equally in all the skills of
language and can teach properly, students become more concentrated in the class and try to be as
proficient as the teacher and this leads them to be self-confident. Teachers’ good attitude and
behaviour can also build self-confidence of the learners. The respondents of this study agreed that the
mentioned motivational factors have an influence on learners’ self-confidence. In this note, 12 out of
total 13 respondents agree with this as they state,
When we see our teachers speak very fluently and their personality is good, we try our utmost
to be like him/her and accelerate our oral proficiency in English.
From this view, it is obvious that teachers’ skill and proficiency level play a vital role in developing the
self-confidence of a learner. Other studies (e.g., Izumi & Bigelow, 2000; Rastelli, 2018; Bao & Liu, 2021)
also find that EFL teachers’ proficiency, pronunciation, and overall linguistic knowledge motivate
learners to develop their level of self-confidence that consequently makes them communicatively
competent.
However, very few respondents opine their views in a different tone. They say that their
teachers sometimes rebuke them when they commit any mistakes, and they utter local dialect in the
classroom which hinders to build their self-confidence. In this context, 3 of the participants say,
Sometimes we get rebuked by our teachers if we do any mistakes in English. Besides, some of
our teachers utter local dialect in the classroom which decreases our self-esteem in learning
English.
The above statement shows that teachers’ behavior with the learners can affect learners’ self-
confidence either positively or negatively. If they scold learners, negative results are found. This
finding is aligned with the findings of Islam (2017) and Izumi & Bigelow (2000).
Social Factor
Secondly, the findings of this empirical study show that social factor is another key player that
helps L2 learners build their self-confidence. Social factor can be based on parents’ education and
socio-economic status of the learners. Sometimes learners’ self-confidence is correlated with the
outlook of the parents. At present time, parents’ education can be a great motivational factor for the
learners. It is seen that those learners can learn more quickly whose parents are more educated than
those whose parents are less educated. Beside these, parents’ care, attachment, and love can
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influence learners’ self-confidence. So, L2 learners can be influenced for the development of their self
confidence by their parents from various perspectives. 70% of the respondents opine their positive
views in support of this as they state,
It stimulates our learning when we see our parents are more educated compared to our other
friends’. Moreover, we can practise speaking with our parents.
Similar notion is found from the studies of Yamamoto, Holloway & Suzuki (2016) and Moneva et al.
(2020) where they show how parents influence L2 learners’ learning zeal.
Another important factor is socio-economic status of the learner. In the current age, almost
all the things are given standard based on the socio-economic status of a person. Those who possess
more money are highly valued and respected in the society. If the parents are financially solvent
enough, they can send their children to the good English medium schools which are comparatively
teach better than other schools. Parents without having standard economic solvency can not send
their children to the best schools, as a result their children do not get as much opportunity to learn
the L2 as rich children get. So, students with high socio-economic status always feel more motivated
and confident than those of the poor’s as all the participants show their affirmative consent in this
regard by stating,
When our parents are financially solvent and they can invest a good portion of their earning
behind our education, this gives us pleasure and enhances our confidence level to learn the L2.
So, to conclude the explanation of this above statement, it is worthy to acknowledge that
parents’ educational as well as economic status motivate a learner greatly in learning L2. Similar
finding are visible by the study of Liu G, Teng X and Zhu D (2019). Other studies such as Elliot and
McGregor (2001), Grant and Dweck (2003) and Wang & Wu (2020) also denote that learners’
motivation gets influenced by their parents’ socio-economic status.
Environmental Factor
Then environmental factor is another most important one for the development of the self-
confidence of the L2 learners. In terms of teaching-learning L2, environmental factor depends on other
sub factors like, ICT based teaching, well decorated classroom and teaching materials. To transform
the conventional teaching concept into modern and time-tested teaching that is learners centred and
interactive, there is no alternative to use ICT in teaching. The necessity of the use of ICT in the language
class is totally undeniable. Computer, internet line, multimedia projector are the foundation of a
smooth ICT based classroom without which it’s unimaginable. Modern aged learners are
ICT/technology friendly. They are prone to learn from technology and an ICT based classroom can
meet up the demand these learners. As they find what they expect the classroom to be, so they feel
motivated, and this turns them to build their self-confidence. On the other hand, lack of ICT facilities
in the classroom causes lack of self-confidence that affects their learning.
Well decorated classroom can be another factor of motivation and building self-confidence.
Well decorated classroom refers to the classroom where there is teaching conducive environment.
There are the availability of those things which help learners in smooth learning, such as, chair, desk,
fan, light, AC, ventilation and so on. It is seen that those classrooms can attract learners in learning
highly which have all kinds of modern and teaching friendly amenities and attraction or fascination for
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learning help learners build their self-confidence. On the other hand, where there is the absence of
these amenities, students feel less interest in the classroom, rather they feel bored which leads them
to demotivation that results in lack of self-confidence.
To me last but not the least, another important factor to build self-confidence is teaching
materials. At present we mostly try to implement CLT in learning English that requires the authentic
teaching materials which will be based on real life situation and practical experiences of the learners.
But still we notice, the books taught for CLT are based on Grammar Translation (GT) method which
are the cause of learners’ demotivation. It is seen that authentic and real-life based teaching materials
create learners’ interest in learning which as a result builds motivation and their self-confidence.
Almost 90% of the total participants of this study viewed that the stated environmental factors have
an effect on building learners’ self-confidence in SLA. In this regard, they say,
In our previous class, the overall environment including infrastructure facility was not up to the
mark that compelled us to be absent-minded. But in our next year, when we found congenial
atmosphere of education, we got highly motivated that augmented our self-confidence level
and we learnt L2 so fast. Moreover, we were provided with updated teaching materials in our
library. When we faced any problem about teaching learning materials, we got it in our
enriched library.
From the above statements, it is apparent that environmental factors play a significant role in
improving the self-confidence of a learner to learn L2. This notion is supported by the findings of Hori
& Fujii (2021). However, 50% of the participants expressed their frustration regarding environmental
facilities. They say that their classrooms were not equipped with ICT facilities and well decorated.
Besides, they did not have adequate proper learning materials. As a result, they could not learn L2
properly. In this context, one of the respondents states,
Our classrooms were not ICT based and well decorated. We did not get updated books in our
library for learning a new thing.
So, after scrutinizing the empirical data from the above statements, it is certain that teaching materials
as well as enriched library including physical environment of the classroom help learners greatly in
building up the self-confidence to learn the L2. Such findings have a correlation with the findings of
Islam (2017) and Kung (2019) who have shown an undeniable importance of environmental factors in
accelerating learners’ learning zeal.
CONCLUSION WITH POLICY RECOMMENDATIONS
The findings of this qualitative study show that self-confidence of learners relies on some
affective factors like social, motivational and environmental factors that motivate them learn any
foreign language easily. The teachers of L2 can apply various techniques to make their classroom
congenial so that the learners become enthusiastic to learn the target language neglecting their
anxieties and tension. Learners should also know the way of learning those affective factors avoiding
the factors’ negative impact and use the innate subjectivity to learning the L2. It is not an easy task for
the second language teachers to bridge up the gap of the self-confidence of the students from lower
level to highest level. So, it is recommended that they should engage themselves in ceaseless studies
as well as innumerable practices. In addition, teachers can likewise furnish themselves with more
educational strategy and psychosomatic knowledge, and try unlimited attempts to expand L2 learners’
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self-confidence, bring down their anxieties, stimulate their inspiration, and improve their learning
efficacy. As this paper deals with a qualitative study with only thirteen respondents, so it does not
come out with the proper solution. The future researchers are suggested to conduct both qualitative
and quantitative research on this gap by considering larger sample size so that they may go into deep
on how to build L2 learners’ self-confidence level.
CONFLICTS OF INTEREST
There are no conflicts to declare.
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... It is clear within the visual that it combines both the social and neurological components of grounded theory, highlighting the interconnectedness of each through connecting triangle sides. Similarly, Alam et al.'s [29] second language acquisition visual model incorporates theory with a focus on student confidence and efficacy as a critical factor in congruence with the weight of the acquisition of language itself. In this visual, as illustrated in Figure 4, social and cultural influence is embedded throughout the progression in agreement with Collier's assertions but has increased specificity regarding different roles within those sociocultural factors and the unique impact they have on a student's second or additional language acquisition. ...
... Similarly, Alam et al.'s [29] second language acquisition visual model incorpo theory with a focus on student confidence and efficacy as a critical factor in congru with the weight of the acquisition of language itself. In this visual, as illustrated in Fi 4, social and cultural influence is embedded throughout the progression in agreem with Collier's assertions but has increased specificity regarding different roles w those sociocultural factors and the unique impact they have on a student's second o ditional language acquisition. ...
... The third strand in Lane's L2+ Acquisition Rope consists of threads associated with affective factors in second or additional language acquisition. Affective factors are prevalent in much of the research on teaching and learning, particularly regarding language acquisition [29]. Threads included in the affective factors strand are motivation and attitude, confidence, comfort, and enjoyment, as they relate to second or additional language acquisition research and theory. ...
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... Milon (2016) highlights several systemic issues in primary schools nationwide, including a shortage of teachers, questionable recruitment practices, and insufficient attention to teacher training. Effective language acquisition demands equal emphasis on the four essential skills: listening, speaking, reading, and writing (Ahmed, 2012;Alam et al., 2021). Schools should systematically incorporate listening activities such as English video games, documentaries, and films. ...
... Ahmed (2012) and Nur (2018) identify several critical factors contributing to the deteriorating ICRRD Journal article performance in English at the primary school level in Bangladesh. These include, but are not limited to, inadequacies in syllabus and curriculum design, poor infrastructure, insufficient logistical support, inadequate teacher training, low levels of learner motivation, limited public awareness, a shortage of skilled English teachers, and the absence of an environment conducive to consistent practice of the four language skills (Ahmed, 2012;Alam et al., 2021Alam et al., , 2022aNur, 2018). ...
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... English Medium Instruction (EMI) has gained prominence globally as universities in non-Anglophone countries adopt it to attract international students and enhance global competitiveness (Alam et al., 2021;Macaro et al., 2019;Macaro & Han, 2020). Despite its perceived benefits, EMI implementation poses significant challenges, as evidenced by studies conducted across various educational systems. ...
... While EMI studies have ICRRD Journal article predominantly focused on European contexts, Alam et al. (2022a) highlight the enthusiastic adoption of EMI by Asian universities, presenting challenges such as ensuring educational quality and potential impacts on STEM learning outcomes in Bangladesh (Alam et al., 2024). Micro-level stakeholders, including students and educators, have shown varying levels of engagement and interpretation regarding EMI's integration into the higher education system (Alam et al., 2021). ...
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... The globalized world necessitates a strong command of the English language, as it serves as a crucial medium for international communication and collaboration. In Bangladesh, the emphasis on English language acquisition is reflected in its educational policies, which prioritize English alongside other fundamental subjects from the earliest stages of a child's education (Alam et al., 2021;Alam et al., 2022a;Milon et al., 2018aMilon et al., , 2018b. This early introduction aims to equip students with the linguistic skills required to navigate the complexities of a global economy and participate effectively in crossborder interactions. ...
... This early introduction aims to equip students with the linguistic skills required to navigate the complexities of a global economy and participate effectively in crossborder interactions. In the Bangladeshi educational framework, English language acquisition begins at the primary level and is considered a mandatory subject alongside core disciplines (Alam et al., 2021;2018b). Successful completion of the English course is a prerequisite for academic progression, underscoring its importance in the national curriculum (Alam et al., 2018). ...
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... Much as confidence could be taught as a topic, research studies indicate that it can only be learned when learners are actively engaged in practical work and fun activities that make them relaxed and enjoy the lessons (Zondag et al., 2020). On top of that motivational factors such as praise from the teacher and attitude of the language instructor are said to be vital in aiding the self-confidence of the learners (Alam et al., 2021). Therefore, this study was interested in the ELT trainers' pedagogical competencies in cultivating confidence and assertiveness in preservice English language teachers, because the ability of the teacher to raise and sustain the confidence and assertiveness of the learners is pedagogical. ...
... The findings established that ELT trainers are constantly encouraging them to be active in lectures, to participate in group course work and those who excel are rewarded with praises. This established finding is in total agreement with the study conducted by (Alam et al., 2021) whose study concluded that that motivational factors such as praise from the teacher and the attitude of the language instructor are said to be vital in aiding the self-confidence of the learners. The present study therefore allayed fears highlighted by (Muwagga, et al, 2013) whose study revealed that "the whole primary and secondary education was are soiled with numerous challenges which were sociological, economic and philosophical in dimensions and recommended that the whole education system should be overhauled especially in terms of pedagogical and non-pedagogical dimensions. ...
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Confidence and assertiveness are two essential components of interpersonal communication that every school-going child ought to tap into in order to thrive and succeed in the school environment as well as contribute to its well-being. Teacher education institutions have the obligation to cultivate confidence and assertiveness in their learners such that they are empowered enough to be able to establish lasting healthy interpersonal relationships in schools. This study was conducted at Makerere University, College of Education and External Studies, Department of Humanities and Language Education, in the English Language and Literature in English section. The study focused on the English language teacher trainers (ELTT) and Preservice English language teachers (PELT) as the unit of analysis. The main objective was to establish the pedagogies ELTT used to cultivate confidence and assertiveness in the PELT. The study was qualitatively conducted and an in-depth interview guide, focus group discussion guide and document analysis guide were the instruments used to collect data. The results revealed that confidence and assertiveness are not catered for in the English language Teaching (ELT) curriculum, but the teacher trainers cultivated confidence and assertiveness extemporaneously as situations arose during lecturer-learner interactions. The study recommends that confidence and assertiveness should be included in the ELT curriculum, the number of PELT admitted and a policy on mark allocation be tabled so that lecture attendance, participation and research work take the greatest percentage of the marks in order to neutralise the grade-centric mindset of the learners and encourage lecture attendance
... Those who were confident likely exhibited enthusiasm to be engaged in L2 classes. In Bangladesh, a study by Alam et al. (2021) found that, besides learners' motivation as an internal factor, external factors such as social and environmental also played a part in influencing L2 selfconfidence. Earlier, a study in Bangladesh by Jamila (2014) involving 83 L2 learners in Bangladesh suggested teachers' roles in improving learners' confidence through providing supportive environments to develop self-esteem and confidence where learners have opportunities to use L2 at ease. ...
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The study aims to investigate second/foreign language (L2) confidence of English for Specific Purposes (ESP) learners. It employed a survey method. It involved 213 ESP learners from five different departments. Using descriptive statistics on SPSS, the study found a low-moderate level of L2 self-confidence among the participants. They reported interest in engaging in speaking activities in ESP classes. Nonetheless, they reported low L2 self-confidence regarding giving opinions and leading discussions in English and a low perception of their language competence in general. This low level of confidence could be attributed to the nature of ESP classes, which necessitate learners to study discipline-related vocabulary and language expressions, as well as several general aspects of L2 learning, such as pronunciation and grammar. Implications include encouraging ESP teachers to conduct more small-group-scale activities. That is to boost learners' confidence, increase learner-talk, and provide a safe environment for less confident learners to engage in the activities. This study contributes to the understanding of Indonesian ESP learners' self-confidence, and this could inform future studies involving ESP learners in Indonesia. Future quantitative studies on L2 confidence could use more representative samples. It is also strategic to conduct a mixed-methods study involving ESP teachers to allow triangulation.
... This study employs a qualitative methodology to thoroughly explore and analyze the materialistic elements present in Daniel Defoe's Robinson Crusoe. Qualitative methods have been selected for their ability to delve deeply into complex subjects, offering nuanced insights and detailed understandings (Alam et al., 2021;Alam et al., 2024;. Such methods are particularly advantageous in investigating intricate literary topics, allowing researchers to meticulously examine textual nuances and thematic complexities (Milon, 2016;Alam et al., 2022b). ...
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This research paper critically examines the materialist issues embedded in Daniel Defoe's seminal novel, Robinson Crusoe. It provides a comprehensive analysis of how material goods are depicted, their significance, and their impact on characters and their environment. The study explores the influence of material wealth on identity formation, examining Crusoe’s transformation through his accumulation of goods and the construction of his fortification as a manifestation of materialism and power. Additionally, it investigates the paradoxical relationship between materialism and isolation, considering how Crusoe’s material possessions offer both comfort and contribute to his sense of seclusion. The character of Friday is analyzed to critique materialism, highlighting the contrasts between Crusoe’s European materialism and Friday’s indigenous perspective. The paper also explores the link between materialism and colonialism, demonstrating how Crusoe’s actions reflect broader colonial attitudes and power dynamics. Employing a qualitative methodology, the research integrates close textual analysis with insights from prominent literary critics. Excerpts from the novel, supported by precise citations, substantiate the arguments presented. The findings illuminate the multifaceted nature of materialism in the novel, showing how material goods shape the protagonists' identities, provide solace, and inflict suffering. The study underscores the degrading effects of materialism and its implications for power and colonialism. This paper contributes to the scholarly discourse on Robinson Crusoe by offering a nuanced understanding of its materialist themes and their broader social and cultural implications, reaffirming the novel's relevance and significance in contemporary literary studies.
... This research adopts a qualitative approach to delve deeply into the intricate process of cultural identity construction within Jhumpa Lahiri's "When Mr. Pirzada Came to Dine." The qualitative methodology is chosen to facilitate a comprehensive exploration, aiming to uncover nuanced insights into the subject matter (Alam et al., 2021;Alam et al., 2024;Ishtiaq, 2022;. Qualitative studies are beneficial for exploring complex subjects like educational reforms because they enable researchers to delve deeply into the subject matter (Milon, 2016;Alam et al., 2022b). ...
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Jhumpa Lahiri, a prominent Indo-American author, is acclaimed for her insightful depictions of diasporic experiences. This research delves into the complexities of identity construction in Lahiri's works, with a particular focus on her engaging short story, "When Mr. Pirzada Came to Dine." The study examines the challenges faced by individuals navigating dual cultural worlds, centering on the character of Lilia and her responses to multicultural experiences. This analysis reveals the continuous process of identity formation within a multicultural context. Grounded in Homi K. Bhabha's theoretical framework, the research explores concepts of cultural hybridity and the third space. The third space is conceptualized as a neutral cultural zone that transcends binary oppositions, allowing for the emergence of alternative identities. Cultural hybridity is examined as a method of balancing diverse practices, values, and customs associated with different cultures. Through an in-depth analysis of Lahiri's writings, the study offers crucial insights into the challenges of cultural identity construction and the difficulties encountered by individuals straddling multiple cultural realms. The exploration of cultural hybridity and the third space enriches the understanding of identity formation. The findings are expected to contribute significantly to the broader discourse on identity construction, illustrating how Lahiri’s work continues to inspire and resonate with literary enthusiasts.
... Bangladesh, categorized as a lower-middle-income nation, grapples with the intricate process of English language acquisition, which profoundly impacts individuals across various life domains (Alam et al., 2021;Banna et al., 2023). English is designated as a foreign language (EFL) within this linguistic milieu and is deeply ingrained in everyday life to fulfill diverse societal and professional needs . ...
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This qualitative study investigates the integration of task-based language teaching (TBLT) within literary classes at a private university in Bangladesh, examining perspectives from eight students and four English instructors. Through semi-structured interviews and classroom observations, the research explores TBLT practices and instructional strategies, focusing on its reception and effectiveness. Findings reveal a generally positive reception of TBLT, with participants acknowledging its structured format characterized by clear endpoints guiding students towards conclusive outcomes. However, concerns are raised regarding the potential diversion from critical aspects of literary study. Despite this, both educators and learners express optimism about TBLT, emphasizing its efficacy in facilitating language acquisition within the context of literary education. Importantly, the study underscores the necessity of instructors' comprehensive understanding of TBLT for successful integration within literary classes, highlighting the crucial link between pedagogical proficiency and effective classroom implementation. This research provides unique insights into TBLT dynamics within Bangladesh's tertiary-level literary education, emphasizing the transformative potential of teachers' expertise in enhancing the language learning experience and offering valuable implications for pedagogical practice.
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This study was motivated by students' low self-confidence in themselves and the environment, especially in teaching and learning activities in the classroom. This research aims to describe the level of student self-confidence in economics subjects by providing non-verbal reinforcement and the effectiveness of non-verbal reinforcement in increasing students' self-confidence during teaching and learning activities in economics subjects. With a high level of self-confidence, students can experience teaching and learning activities in class in a fun way which has an impact on increasing understanding of economic material. The research method used in this research is quasi-experimental. The population in this study was 146 students, and the sample was 36 students. Data collection in this research used tests and observations. The test in this study was used to measure students' self-confidence. Data were analyzed with descriptive statistics, percentages and t tests using SPSS. The research results showed that the effectiveness of implementing non-verbal reinforcement in increasing students' self-confidence increased after implementing non-verbal reinforcement. Before being given nonverbal reinforcement, students were in the less confident category when studying economics in class. Meanwhile, after being given non-verbal reinforcement, students experienced an increase in self-confidence when studying economics material in class. There is a significant difference in students' self-confidence after being given nonverbal reinforcement compared to before being given nonverbal reinforcement.
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In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.
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