LEVEL OF CONFIDENCE AND ENGLISH SPEAKING SKILL AMONG JUNIOR HIGH SCHOOL LEARNERS
Keywords:
Self-confidence, Self-efficacy, Foreign language learning, Ability, Assurance, Willing engagement, Level of confidence, English speaking skillsAbstract
Speaking is widely regarded as one of the most challenging language skills to acquire, and learners' self-confidence is considered one of the most influential factors shaping how well they speak a foreign language. This study examined the relationship between Junior High School learners' confidence levels and their English-speaking skills. Participants were 187 Grade 7 learners at the Malolos Marine Fishery School and Laboratory in the City of Malolos, Bulacan, Philippines. Confidence was measured using Griffee's (1997) Confidence in Speaking Questionnaire, which assesses three components — ability, assurance, and willingness to engage — and English-speaking skills were measured using learners' teacher-recorded recitation grades. Using Pearson's correlation, the study found that learners reported an overall Fairly Confident level of speaking confidence (grand M = 3.68), with willingness to engage rated highest (M = 3.78) and assurance rated lowest (M = 3.60) among the three components. Recitation performance was predominantly in the Satisfactory-to-Outstanding range. Level of confidence was significantly, positively, and strongly correlated with English speaking skills overall (r = .750, p < .001), as were each of its three components individually: ability (r = .645, p < .001), assurance (r = .732, p < .001), and willing engagement (r = .661, p < .001). These findings indicate that confidence-building strategies, particularly those that strengthen learners' sense of assurance, may meaningfully support the development of English-speaking skills among Junior High School learners.
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