L2 speaking confidence of Indonesian senior high school learners: Influence on willingness to communicate
DOI:
https://doi.org/10.69496/cjess.v2i1.44Keywords:
Second/foreign language (L2), Senior High School Learners, Speaking confidence, Willingness to communicate (WTC)Abstract
The present study investigated Indonesian senior high school learners' level of second/foreign language (L2) speaking confidence and the influence of this confidence on their L2 Willingness to Communicate (WTC). To this end, this study employed an online survey method using Google Forms. 159 learner participants from more than six islands in Indonesia participated in this study. It found that generally, learners reported a moderate level of L2 speaking confidence. They had a moderately high perception of competence, were moderately enthusiastic about using English in communication, and had generally positive feelings when using English. This study further found a statistically significant, positive predictive power of learners’ L2 speaking confidence on their L2 WTC. L2 confidence accounted for 30% of the total variance in L2 WTC. Implications include the suggestion that teachers create a supportive environment that boosts learners’ confidence and minimises negative emotions like anxiety through well-informed daily teaching practices. Suggested future studies include investigations on how certain instructional practices negatively or positively affect confidence and WTC.
Downloads
References
Alam, M. R., Jahan, S., Khan Milon, M. R., Ansarey, D., & Faruque Al Hadi, S. U. (2021). Accelerating learners’ self-confidence level in second language acquisition: A qualitative study. ICRRD Quality Index Research Journal, 2(3), 141–153. https://doi.org/10.53272/icrrd.v2i3.5
Amiryousefi, M. (2018). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender. Innovation in Language Learning and Teaching, 12(3), 221–234. https://doi.org/10.1080/17501229.2016.1170838
Aoyama, T. (2020). International students’ willingness to communicate in English as a second language: The effects of L2 self-confidence, acculturation, and motivational types. Journal of International Students, 10(3), 703–723. https://doi.org/10.32674/jis.v10i3.730
Aritonang, M. (2014). Motivation and confidence of Indonesian teachers to use English as a medium of instruction. TEFLIN Journal, 25(2), 147–167. https://doi.org/10.15639/teflinjournal.v25i2/147-167
Arung, F., Rafli, Z., & Dewanti, R. (2019). I do like speaking English: A multiple case study. Getsempena English Education Journal (GEEJ), 6(2), 230–247. https://doi.org/10.46244/geej.v6i2.880
Badrasawi, K. J. I., Kassim, N. L. A., Zubairi, A. M., Johar, E. M., & Sidik, S. S. (2021). English language speaking anxiety, self-confidence, and perceived ability among science and technology undergraduate students: A Rasch analysis. Pertanika Journal of Social Sciences and Humanities, 29(3), 309–334. https://doi.org/https://doi.org/10.47836/pjssh.29.S3.16
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan. https://connect.springerpub.com/content/sgrjcp/13/2/158
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a foreign language: Benefits and challenges. Language, Culture and Curriculum, 28(3), 291–310. https://doi.org/10.1080/07908318.2015.1058392
Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2), 190–209. https://doi.org/10.1177/0261927X03022002003
Dewi, L. P., & Subekti, A. S. (2024a). Indonesian learners’ L2 reticence in English for specific purposes classes and its influence on L2 confidence. Argentinian Journal of Applied Linguistics, 12(2), 3–15. https://ajal.faapi.org.ar/ojs-3.3.0-5/index.php/AJAL/article/view/353/233
Dewi, L. P., & Subekti, A. S. (2024b). L2 self-confidence: An examination of Indonesian university students in various English for Specific Purposes classes. International Journal of Humanity Studies, 8(1), 26–37. https://doi.org/10.24071/ijhs.v8i1.8706
Doqaruni, V. R. (2014). A quantitative action research on promoting confidence in a foreign language classroom: Implications for second language teachers. Inquiry in Education, 5(1), 1–20. http://digitalcommons.nl.edu/ie/vol5/iss1/3
Effiong, O. (2016). Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132–161. https://doi.org/10.1002/tesj.194
Evans, S., & Green, C. (2007). Why EAP is necessary: A survey of Hong Kong tertiary students. Journal of English for Academic Purposes, 6(1), 3–17. https://doi.org/10.1016/j.jeap.2006.11.005
Fatmawati, M., Haura, R., & Supiani. (2020). Factors affecting EFL learners’ confidence in speaking English at the MEC English course in Banjarmasin. Proceedings of SHEPO 2020 (International Conference on Social Sciences & Humanities, Economics, and Politics), 102–108. http://dx.doi.org/10.31602/piuk.v1i1.3985
Fidan, N., & Karatepe, C. (2021). How do Erasmus students evaluate their language experience abroad? Eurasian Journal of Educational Research, 93, 51–72. https://doi.org/10.14689/ejer.2021.93.3
Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1), 43–59. http://ro.ecu.edu.au/ajte/vol37/iss1/3
Glory, K. M., & Subekti, A. S. (2022). Fear of negative evaluation factors from ought-to L2 self among Indonesian high school EFL learners. Pedagogy: Journal of English Language Teaching, 10(1), 25–37. https://doi.org/10.32332/joelt.v10i1.4536
Gray, D. E. (2022). Doing research in the real world (5th ed.). Sage Publications. https://www.torrossa.com/it/resources/an/5282199
Griffee, D. T. (1997). Validating a questionnaire on confidence in speaking English as a foreign language. JALT Journal, 19(2), 177–197. https://jalt-publications.org/files/pdf/jalt_journal/jj-19.2.pdf#page=10
Hadi, M. S., Mutiarani, M., & Hamid, A. R. (2021). The factor of self-confidence affecting Indonesian young learners’ English speaking proficiency level. English Teaching Journal: A Journal of English Literature, Language and Education, 9(1), 19–25. https://doi.org/10.25273/etj.v9i1.8884
Hasriani, G. (2019). Interview as a learning technique in speaking subject: Students’ perspective. Language Circle: Journal of Language and Literature, 13(2), 132–139. https://doi.org/10.15294/lc.v13i2.18976
Hendrian, N., & Kurniawati, L. A. (2024). A correlational study on teacher-student relationships and students’ engagement in EFL classes. Cambodian Journal of Educational and Social Sciences (CJESS), 1(2), 53–74. https://doi.org/10.69496/cjess.v1i2.31
Israel, M., & Hay, I. (2006). Research ethics for social scientists. SAGE Publications. https://cir.nii.ac.jp/crid/1130282269717418752
Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144. https://doi.org/10.1016/j.lindif.2016.11.005
Khan, N., & Ali, A. (2010). Improving the speaking ability in English: The students’ perspective. Procedia Social and Behavioral Sciences, 2(2), 3575–3579. https://doi.org/10.1016/j.sbspro.2010.03.554
Kirkpatrick, A. (2012). English as an international language in Asia: Implications for language education. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education (pp. 29–44). Springer. https://doi.org/10.1007/978-94-007-4578-0_3
Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85(4), 549-566. https://doi.org/10.1111/0026-7902.00125
Kumar, T., Qasim, A., Mansur, S. B., & Shah, A. H. (2021). Improving EFL students’ speaking proficiency and self-confidence using drama technique: An action research. Cypriot Journal of Educational, 17(2), 372–383. https://doi.org/10.18844/cjes.v17i2.6813
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168–182. https://doi.org/10.14742/ajet.5177
Liandika, A. (2021). The correlations between students’ learning attitude and their speaking confidence at SMK Negeri 1 Kota Jambi [Master’s thesis, Islamic State University Sulthan Thaha Saifuddin Jambi]. UIN Repository.
MacIntyre, P. D., Clement, R., Dornyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate. Arab World English Journal (AWEJ), 9(2), 200–217. https://doi.org/10.24093/awej/vol9no2.14
Matsuoka, R., Matsumoto, K., Poole, G., & Matsuoka, M. (2014). Japanese university students’ willingness to communicate in English: The serendipitous effect of oral presentations. Pan-Pacific Association of Applied Linguistics, 18(1), 193–218. http://files.eric.ed.gov/fulltext/EJ1047466.pdf
Muin, A., & Aswati, A. (2019). Effects of socio-affective strategies on students’ self-confidence in classroom speaking activities. Loquen: English Studies Journal, 12(2), 91–98. https://doi.org/10.32678/loquen.v12i2.2178
Nazara, S. (2011). Students’ perception of EFL speaking skills development. JET (Journal of English Teaching), 1(1), 28–43. https://doi.org/10.33541/jet.v1i1.50
Nety, N., Wahyuni B, A., & Nurhaeni, N. (2020). Students' self-confidence in speaking English. English Education Journal, 6(1), 8–16. https://doi.org/10.55340/e2j.v6i1.284
Ocak, G., Kuru, N., & Özçalişan, H. (2010). As a classroom language, students’ attitudes towards speaking Turkish in English prep classes. Procedia - Social and Behavioral Sciences, 2(2), 661–665. https://doi.org/10.1016/j.sbspro.2010.03.080
Paradewari, D. S. (2017). Investigating students’ self-efficacy in public speaking. International Journal of Education and Research, 5(10), 97–108. https://www.ijern.com/journal/2017/October-2017/09.pdf
Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834–876. https://doi.org/10.1111/j.1467-9922.2010.00576.x
Peng, Y. (2015). On the importance of positive emotions in college English teaching and learning. Proceedings of the 2015 International Conference on Education Reform and Modern Management, 124–127. Atlantis Press. https://doi.org/10.2991/ermm-15.2015.32
Rahayu, K. (2010). Improving speaking skills by using interviews [Undergraduate thesis, Universitas Sebelas Maret]. Universitas Sebelas Maret Digital Library. https://digilib.uns.ac.id/dokumen/download/22540/NDc2MTQ=/Improving-speaking-skill-by-using-interview-abstrak.pdf
Richards, J. C. (2006). Developing classroom speaking activities: From theory to practice. Guidelines: Singapore Periodical for Classroom Language Teachers, 28(2), 1-10. file:///C:/Users/DeLL/Downloads/developing-classroom-speaking-activities.pdf
Roysmanto, R. (2018). A correlation between self-confidence and the students’ speaking skills. Research and Innovation in Language Learning, 1(1), 1–8. https://doi.org/10.33603/rill.v1i1.1076
Sari, P. (2018). Using vlog in the YouTube channel as a means to improve students' motivation and confidence to speak English in Intermediate 1 Level of LB-LIA Jambi. International Journal of Language Teaching and Education, 1(1), 38–44. https://doi.org/10.22437/ijolte.v1i1.4596
Shelton-Strong, S. J., & Mynard, J. (2021). Promoting positive feelings and motivation for language learning: the role of a confidence-building diary. Innovation in Language Learning and Teaching, 15(5), 458-472. https://doi.org/10.1080/17501229.2020.1825445
Steinberg, F. S., & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretive content of second language speech. Tesol Quarterly, 20(1), 131-136. https://doi.org/10.2307/3586395
Subekti, A. S. (2018a). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244. http://dx.doi.org/10.15639/teflinjournal.v29i2/219-244
Subekti, A. S. (2018b). Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia. Dinamika Ilmu, 18(1), 15–35. https://doi.org/10.21093/di.v18i1.880
Subekti, A. S. (2019a). Situational willingness to communicate in English: Voices from Indonesian non-English major university students. Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), 3(2), 373–390. https://doi.org/10.21093/ijeltal.v3i2.240
Subekti, A. S. (2019b). Willingness to communicate in English of non-English major university students in Indonesia. Lingua Cultura, 13(1), 55–66. https://doi.org/10.21512/lc.v13i1.5155
Suseno, I., & Rasul, T. (2022). Improving the students’ speaking confidence by online learning. Scope: Journal of English Language Teaching, 7(1), 48–56. https://doi.org/10.30998/scope.v7i1.13609
Tokoz-Goktepe, F. (2014). Speaking problems of 9 th grade high school Turkish learners of L2 English and possible reasons for those problems: Exploring the teachers and students’ perspectives. Procedia - Social and Behavioral Sciences, 116, 1875–1879. https://doi.org/10.1016/j.sbspro.2014.01.487
Trang, T. T. T., Baldauf, R. B., & Moni, K. (2013). Investigating the development of foreign language anxiety : an autobiographical approach. Journal of Multilingual and Multicultural Development, 34(7), 709–726. https://doi.org/10.1080/01434632.2013.796959
Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate EFL students of a private university in Palembang. International Journal of Education and Literacy Studies, 6(4), 35–39. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39–44. https://eric.ed.gov/?id=EJ1065743
