Students’ self-confidence in learning speaking class is impacted by many factors and the major ones will be discussed in the following section.
1.2.3.1. Students’ factors
a. Students’ language proficiency
There is no doubt that students’ language proficiency is a major factor for their self-confidence in oral activities. Rob, E. (1985) suggests that proficiency contains the learners’ knowledge of target language; it can be understood as “competence”.
Proficiency can be considered as linguistic competence or communicative competence.
Scarcella, R. & Oxford, R. (1992) points out linguistic competence consists of grammar structures, vocabulary and mechanics (basic sounds of letters, syllables; the appropriate pronunciation of words, intonation and stress elements). Rob, E. (1985) also adds that second language proficiency is usually judged in relation to native speaker proficiency.
To sum up, the students’ low language proficiency levels can have a direct influence on their self-confidence in learning speaking English as nothing blows a student confidence like standing in front of their classmates and not being able to answer a question. As a result, students should be conscious of their difficulties and try to develop their second language proficiency by practicing English frequently.
b. Students’ attitude
Attitude plays a very important part in language learning. According to Chandrasegaran, A. (1981), attitude relates to states of emotion and thought for the English language, the learning of English and the culture of English-speaking people.
Gardner, R. (1985:8) shares that individual’s attitude is a reaction which is evaluative
to some referent or attitude object, inferred from the individual’s belief about the reference. Gardner, R. C. and Larmbert, W. E. (1972) believe that attitude makes a learner be persistent to purchase an object. Language learning attitude has a close relationship to motivation. Spolsky (1998:23) says that “a learner’s attitude affects the development of motivation”. Language learners having intrinsic or extrinsic motivation will have a more positive attitude than those without motivation or those consider language learning as a compulsory subject.
c. Students’ psychological factors Fear of mistakes
Many researchers agree that fear of mistake leads to students’ reluctance to speak English in classroom (Tsui in Nunan, 1999; Htwe, Y, 2007; Robby, S, 2010). Aftat, M. (2008) suggests that this fear is related to the way of correction and negative evaluation. Hieu, T. (2011) adds that students’ fear of being laughed at by other students or being criticized by the teacher also affect the fear of making mistake. In the same line, Kurtus, R. (2001) shares that students are scared of being looked foolish by other students and they care about the way other people see them. Thus, to solve this problem teacher should remind their students that making mistakes is not a bad or wrong thing but a valuable thing that students can learn a lot from.
Shyness
Shyness is a state of emotion that many students sometimes encounter when they are asked to speak in English class. Baldwin, C. (2011) claims that students’
feeling of shyness in speaking in front of people makes their mind blank and they do not remember what to say. Bowen, T. (2005) and Robby, S. (2010) explain that shyness is caused by learners’ nature. Saurik (2011) urges that almost students have feeling of shyness in speaking a language since they think they will make mistakes when they talk.
1.2.3.2. Teachers’ factors
a. Teachers’ misconceptions about CLT
According to Thompson, G . (1996: 22-27), teachers often misunderstand about Communicative Language Teaching (CLT) in four aspects. Firstly, using the CLT method means that teachers do not teach grammar. Secondly, using the CLT method means that teachers only teach speaking. Thirdly, using the CLT method means that pair work is role play. The last one is that using the CLT method means expecting too much from teachers. These misconceptions have resulted in teachers’ inappropriate teaching methods.
b. Inappropriate teacher teaching methods Inappropriate teacher’s talking time
According to Nunan, D. (1991), teacher talk is a very significant part for both the organization of the classroom and the processes of acquisition. For the organization and management of the classroom, it is through language that teachers’
implementing their teaching lessons may lead to success or failure. For processes of acquisition, teacher talk may be a main source of target language input for the learners. An important issue is whether the amount of teacher talk influences learners’
L2 acquisition or foreign language learning. Many researchers have found that teachers’ talking time accounts for over 70% of the total talk in the classroom (Chaudron, C, 1988; Cook, V, 2000). It is evident that teacher talk dominating in the class restricts student talking time that allows little opportunity for extended student talk. To avoid the overuse of teacher talk, many scholars tend to maximize student talk time and minimize teacher talk time (Harmer, J, 2000).
Inappropriate teacher’s correction
According to Brown, H. D. (2002: 205), it is students’ errors that show how they acquire the language through strategies. Teachers are supposed to correct students’
errors to help them master language in their conversation. While some students prefer gentle and clever correction, other students prefer encouragement and frank correction. Ur, P. (2000) states that students may be unconfident and disappointed if teachers correct their errors insensitively. As a result, teachers should be careful and
sensitive in giving corrections in order that students comprehend and correct their errors comfortably.
Inappropriate teacher’s roles
Up to now, many methods of teaching English have come about and CLT approach seems to be the current dominant methodology. In CLT approach, students play the centre role in the language classroom. However, teachers still have certain roles in the classroom and teachers’ roles can bring about the success or failure of the classroom.
Breen, M. & Candlin, C. N. (1980) propose that the teacher has three main roles in a speaking class: a facilitator, a participant and an observer. Harmer, J. (1999: 57) argues that teachers’ roles in the classroom can be classified as a controller, an organizer, an assessor, a prompter, a participant, a resource, a tutor and an observer.
Byrne, D. (1986: 2) identifies the roles of teachers basing on three corresponding stages of teaching speaking. At the first stage – the presentation stage, teachers as an informant prepares materials and presents the language items to the students. At this stage, teachers allocate time properly so students can have enough time for speaking activities. At the second stage- the practice stage, teachers as a conductor provides as many opportunities as possible for students to practice the new language items. At the last stage – the production stage, teachers act as a manager and a guide. Teachers encourage students to use the language freely and comment on their performance at the end of the presentation.
c. Teacher’s characteristics
In addition to teaching methods, teachers’ characteristics have a great influence on students’ self-confidence. Whitty, G. (1996: 89) mentions two types of qualities of a successful professional teacher. They are professional characteristics and professional competences. The former obtains professional values, personal and professional development, communication, relationships, synthesis and application. The latter contains knowledge and understanding of children and their learning, subject knowledge, curriculum, the education system and the teacher’s role.
Barry, K. (1993) proposes that a teacher should be natural, warm, tolerant, pleasant and approachable. A teacher possessing these characteristics can build close relationship with their students. This relationship has a great impact on creating pleasant classroom atmosphere and developing students’ self-confidence in speaking class.
In brief, a teacher may not have all these characteristics. Nevertheless, teachers should improve their teaching methods and make a close relationship with their students to help them be self-confident in learning speaking English.
1.2.3.3. Objective factors
Difficulties from objective factors affecting students’ self-confidence in speaking class are usually determined by uninteresting topics, lack of materials and inappropriate facilities for language teaching and learning.
Facilities for language teaching and learning is involved in classroom physical condition such as lightness, temperature, fresh air, the layout of the desks or tables, the facilities for displaying picture, charts, etc (Underwood, M., 1987). Classroom facilities have a great effect on students’ learning and their attitude towards the subject. Students’ motivation may be also influenced positively or negatively by these conditions.