Effects of Teachers' and Students' Confidence on Their Oratory Abilities in English Language and Literature Classes

Abstract

Possessing self-confidence is crucial prior to embarking on any new endeavor, particularly when confronting a language that is not one's native tongue. Given that good communication relies solely on speaking, possessing self-confidence is crucial when initiating a conversation. The main aim of this study is to determine the correlation between students' self-assurance and their speaking performance in English language and literature (ELL) and English language teaching (ELT) departmental courses. The system accurately examines the data to determine whether women are inadequately represented in specific domains and derives appropriate inferences. The survey was conducted during the fall of 2014–2015 and included 77 pre-college students, comprising both males and females, with diverse academic backgrounds. Ultimately, they all chose to enroll in English classes. Participants in the association study completed the Self-Consideration Questionnaire (SCQ). The acquired quantitative data was evaluated using the Statistical Package for the Social Sciences (SPSS) Version 20.0. We employed both the t-test for independent samples and the Pearson product-moment correlation coefficient to evaluate the acquired data. There is a statistically significant link between self-assurance and effective public speaking skills at a significance level of 0.01. The results do not show any gender differences in public speaking achievements, although there are significant variations among different departments. Gender has a greater impact on an individual's confidence than their work environment.

Keywords: Self-confidence, speaking skills, relationships, talking to people, teaching English as a second language (ELT)