How Important Is Communicating with Native English Speakers to EFL Learners’ Self-Confidence in their English Language Proficiency?
Keywords:
Self-confidence, native speaker, social interaction, communication
Abstract
Research evidence shows that communicating and interacting with native speakers could boost students’ self-confidence in their language proficiency. If this claim proves to be veritable, students who have the experience communicating and interacting with native speakers, either online or offline, would expectedly feel more confident than those who do not. The present study sought to examine whether significant differences existed in the self-confidence level of EFL (English as a Foreign Language) learners who (a) had the experience communicating with native English speakers and who did not; (b) had the intention to communicate with native English speakers and who did not; (c) were males and females, and (d) who were in different academic years (year 1, year 2, and year 3 respectively). Independent samples t-test revealed that, whereas males and females were equally confident, learners who had the experience interacting, or who had the intention communicating, with native English speakers were significantly more confident in their English language proficiency than those who had never interacted, or who did not have the intention to communicate, with native English speakers. No significant differences were observed based on year of enrollment. Implications of this study on the English language teaching and learning will be critically discussed in this paper.
References
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Marlow, D. W. (2010). Engaging syntax: Using a personal response system to encourage grammatical thought. American Speech, 85(2), 225-237.
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Molberg, H.-K. K. (2010). The consequence of motivation and linguistic self-confidence in relation to pupils’ oral interaction. Universitetet i Tromsø,
Peñaloza, A. C., & Salamanca, L. C. (2019). Writing from the Self: Reflecting on the Role of Creative Writing in the Academic Writing Classroom. ENLETAWA JOURNAL, 12(2), 97-121.
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Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.
Scarpello, V., & Campbell, J. P. (1983). Job satisfaction: Are all the parts there? Personnel psychology, 36(3), 577-600.
Schenker, T. (2017). Synchronous telecollaboration for novice language learners: Effects on speaking skills and language learning interests. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication, 20(2).
Shokri, N. M. (2010). Team project facilitates language learning. Procedia-Social and Behavioral Sciences, 7, 555-564.
Stumpf, S., & Muscroft, S. (2011). When users generate music playlists: When words leave off, music begins? Paper presented at the 2011 IEEE International Conference on Multimedia and Expo.
Suardika, I. K., Alberth, Mursalim, Siam, Suhartini, L., & Pasassung, N. (2020). Using WhatsApp for Teaching a Course on the Education Profession: Presence, Community and Learning. International Journal of Mobile and Blended Learning (IJMBL), 12(1), 17-32.
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Ueno, J. (2019). Developing autonomy through conversation exchange: A case study of ESL Learners. TESL-EJ, 22(4), n4.
Wang, Y.-C. (2014). Acquiring the English Language through Web-Based Role-Playing Simulations: Informal Learning in Interactive Environments. International Journal of English Language Education, 2(1), 100-110.
Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: how good are single-item measures? Journal of Applied Psychology, 82(2), 247.
Watkins, S. T. (2016). Did you read my blog?: a case study of blogging in the English language arts classroom. Rutgers University-Graduate School of Education,
Wu, H. (2019). Reticence in the EFL classroom: voices from students in a Chinese university. International Journal of Applied Linguistics and English Literature, 8(6), 114-125.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Yashima, T., Zenuk‐Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
Zhang, S. (2016). Learning through a CMC-Based tandem project with native speakers: A descriptive study of beginning CFL learners. Journal of Technology and Chinese Language Teaching, 7(2), 58.
Zheng, D., Young, M. F., Brewer, R. A., & Wagner, M. (2009). Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal, 27(1), 205-231.
Aguebet, C. R. (2017). Investigating the Effects of Self-Confidence on Students’ Speaking Performance. (Master). UNIVERSITY 8 MAI 1945, Guelma. Retrieved from https://dspace.univ-guelma.dz/jspui/bitstream/123456789/2688/1/M821.122.pdf
Al-Sibai, D. (2005). L2 anxiety of Saudi female university students enrolled in speaking courses. Retrieved on July, 26, 2011.
Alberth. (2019). Use of Facebook, students' intrinsic motivation to study writing, writing self-efficacy and writing performance. Technology, Pedagogy and Education, 28(1), 21-36. doi:10.1080/1475939X.2018.1552892
Alberth, Mursalim, Siam, Suardika, I. K., & Ino, L. (2018). Social Media as a Conduit for Teacher Professional Development: Myths, Promises or Realities? TEFLIN, 29(2).
Alberth, Wang, Y., & Wang, W. Y. C. (2019). Fostering foreign language learning through a telecollaborative social media-based tandem language learning approach. In International Workshop on Learning Technology for Education in Cloud (pp. 362-368): Springer.
Alberth, Wiramihardja, E., & Uden, L. (2020). WhatsApp with English language teaching? Some practical ideas and strategies. International Journal of Technology Enhanced Learning, 12(3), 262-274.
Archangeli, M. (1999). Study abroad and experiential learning in Salzburg, Austria. Foreign Language Annals, 32(1), 115-122.
Back, J.-H. (2009). Korean University Students' Progress in Developing Social Interaction with Native Speakers in the UK. English Language & Literature Teaching, 15(3), 1-31.
Bahrani, T., & Sim, T. S. (2012). Informal Language Learning Setting: Technology or Social Interaction? Turkish Online Journal of Educational Technology-TOJET, 11(2), 142-149.
Cadd, M. (2012). Encouraging students to engage with native speakers during study abroad. Foreign Language Annals, 45(2), 229-245.
Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.
Cine, A. (2021). Spēļošanas elementi runāšanas aktivitātēs angļu valodas runātprasmes veicināšanai 3. klasē.
Cui, J. (2011). Research on High School Students' English Learning Anxiety. Journal of Language Teaching & Research, 2(4).
de Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. System, 37(2), 269-285.
Dewey, D. P., Bown, J., & Eggett, D. (2012). Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Canadian Modern Language Review, 68(2), 111-137.
Dörnyei, Z. (2001). Teaching and researching motivation. London: Longman.
Gul, S., Qazi, Z., & Shakir, Z. (2021). Investigating Gender-based Speech Variations in the Discourse of Pakistan Air Force Officers. Psychology and Education Journal, 58(2), 9909-9924.
Hastowohadi, H., & Kumaini, R. (2019). Building Efl Students’self-Confidence, Motivation, And Ability In Listening English 2.0. Journey: Journal of English Language and Pedagogy, 2(1), 10-21.
Hedayati, M., Nur, S., Emery, S., & Pavlyshyn, H. (2016). Enriching personal growth and communicative competence through self-organised interaction between native and non-native speakers. Paper presented at the Australian Association for Research in Education (AARE) Conference 2016: transforming education research.
Herzberg, P. Y., & Roth, M. (2006). Beyond resilients, undercontrollers, and overcontrollers? An extension of personality prototype research. European Journal of Personality, 20(1), 5-28.
Huang, Y.-W. (2014). Self and language anxiety. English language and literature studies, 4(2), 66.
Jauregi, K., De Graaff, R., Van den Bergh, H., & Kriz, M. (2012). Native/non-native speaker interactions through video-web communication: A clue for enhancing motivation? Computer Assisted Language Learning, 25(1), 1-19.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3(1), 1-16.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Addison-Wesley Longman Limited.
Lee, J. S. (2019). EFL students’ views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning, 32(7), 692-712.
Lu, Y.-T., Chang, C.-W., & Chen, G.-D. (2007). Using a programmable storytelling robot to motivate learning second language. Paper presented at the Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007).
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82, 545-562.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287.
Marlow, D. W. (2010). Engaging syntax: Using a personal response system to encourage grammatical thought. American Speech, 85(2), 225-237.
Martinsen, R. A., & Thompson, G. L. (2019). Virtual Conversations: Research and Practice in Online Language Exchanges. Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, 49(2), 77-92.
Molberg, H.-K. K. (2010). The consequence of motivation and linguistic self-confidence in relation to pupils’ oral interaction. Universitetet i Tromsø,
Peñaloza, A. C., & Salamanca, L. C. (2019). Writing from the Self: Reflecting on the Role of Creative Writing in the Academic Writing Classroom. ENLETAWA JOURNAL, 12(2), 97-121.
Piasecka, L. (2014). The Effects of Working on Multi-Word Expressions on the Development of Lexical Competence: A Case of 25 Students Enrolled in One Course. In Major Trends in Theoretical and Applied Linguistics 3 (pp. 301-314): De Gruyter Open Poland.
Sahlan, Alberth, Madil, W., & Hutnisyawati. (2021). The effects of modes of test administration on test anxiety and test scores Issues in Educational Research, 31(3).
Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.
Scarpello, V., & Campbell, J. P. (1983). Job satisfaction: Are all the parts there? Personnel psychology, 36(3), 577-600.
Schenker, T. (2017). Synchronous telecollaboration for novice language learners: Effects on speaking skills and language learning interests. Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication, 20(2).
Shokri, N. M. (2010). Team project facilitates language learning. Procedia-Social and Behavioral Sciences, 7, 555-564.
Stumpf, S., & Muscroft, S. (2011). When users generate music playlists: When words leave off, music begins? Paper presented at the 2011 IEEE International Conference on Multimedia and Expo.
Suardika, I. K., Alberth, Mursalim, Siam, Suhartini, L., & Pasassung, N. (2020). Using WhatsApp for Teaching a Course on the Education Profession: Presence, Community and Learning. International Journal of Mobile and Blended Learning (IJMBL), 12(1), 17-32.
Swain, M. (1995). Three functions of output in second language learning. Principles and practice in applied linguistics: Studies in honor of HG Widdowson, 125-144.
Ueno, J. (2019). Developing autonomy through conversation exchange: A case study of ESL Learners. TESL-EJ, 22(4), n4.
Wang, Y.-C. (2014). Acquiring the English Language through Web-Based Role-Playing Simulations: Informal Learning in Interactive Environments. International Journal of English Language Education, 2(1), 100-110.
Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: how good are single-item measures? Journal of Applied Psychology, 82(2), 247.
Watkins, S. T. (2016). Did you read my blog?: a case study of blogging in the English language arts classroom. Rutgers University-Graduate School of Education,
Wu, H. (2019). Reticence in the EFL classroom: voices from students in a Chinese university. International Journal of Applied Linguistics and English Literature, 8(6), 114-125.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
Yashima, T., Zenuk‐Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.
Zhang, S. (2016). Learning through a CMC-Based tandem project with native speakers: A descriptive study of beginning CFL learners. Journal of Technology and Chinese Language Teaching, 7(2), 58.
Zheng, D., Young, M. F., Brewer, R. A., & Wagner, M. (2009). Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal, 27(1), 205-231.
Published
2023-07-25
How to Cite
Alberth, A. (2023). How Important Is Communicating with Native English Speakers to EFL Learners’ Self-Confidence in their English Language Proficiency?. Journey: Journal of English Language and Pedagogy, 6(2), 380-393. https://doi.org/10.33503/journey.v6i2.3169
Section
Articles
Copyright (c) 2023 Alberth Alberth
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journey: Journal of English Language and Pedagogy by http://ejurnal.budiutomomalang.ac.id/index.php/journey/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
