PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS

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Browsing PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS by Subject "Oral Communication Confidence"

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    The impact of confidence in oral communication on pronunciation accuracy in high school efl learners
    (PUCE - Ibarra, 2026) Chuquizán Meneses, Danilo Javier; Benítez Vega, Rosa Cecilia
    The purpose of this research was to determine the influence of confidence in oral communication on the accuracy of pronunciation of third year high school students of the English as a foreign language (ELE) area of the Educational Unit “Mariano Suárez Veintimilla” of Ibarra, Ecuador. The motivation of this study was to know more about the effects of affective factors, especially confidence on students’ oral performance and their ability to produce English pronunciation accurately. For this purpose, a mixed-methods approach was used with a descriptive and correlational component. Data collected were through a survey administered to 26 students and a semi structured interview with an English teacher. The research was developed in a non experimental, cross-sectional, field design, which made it possible to obtain information directly from the educational context. This approach gave useful insights about the students’ perceptions on their confidence in speaking English and its relation with pronunciation accuracy. The results indicated that confidence is an important factor in the students’ pronunciation performance. Nervousness, fear of making mistakes and concern of being judged by peers hindered oral participation and negatively affected pronunciation. In contrast, positive teaching methods, positive feedback, regular chances to speak and communicative classroom activities were identified as the main factors in developing learners’ confidence and improving their pronunciation skills. The study produced an educational blog for EFL teachers and students that offers strategies, resources and recommendations that could contribute to boosting the confidence of oral communication and enhancing the accuracy of pronunciation. The findings therefore provide contextualised evidence for the importance of affective factors xiii in English learning and the need to create inclusive, supportive and motivating learning environments.