INTRODUCTION
Background of the study
Speaking is one of the four most important language skills one must
master. However, according to Kumar (2021) speaking, which is a means of
conveying thoughts and dreams to the interlocutor, is one of the language skills
that are used the most, yet the most difficult one to learn. Speaking is a skill
many people find challenging to learn, particularly when learning new languages
like the English language. Learning the English language is important because it
is a universal language that may be utilized for a variety of purposes, including
career-related communication and interacting with native speakers. Benyo and
Kumar (2020) and Shabani (2013) stated that, reading a text by seeing, listening
to the spoken texts or speeches, or writing a few sentences on the paper in the
language desired to be learned is not as difficult as putting the learned language
into words by filtering it through the brain and language. One of the prerequisites
for learning a language is the ability to express one's ideas and thoughts in that
language accurately and fluently. According to Cadias (2018) many teachers are
so focused in teaching accuracy and fluency to their students that they tend to
forget the „affective factor‟ that greatly influences ESL students‟ behavior and
motivation to speak English. Derekshanan et al. (2016) noted that encouraging
students to be brave to talk without worrying too much in committing errors is
Essential to language learning.
One of the reasons students are afraid to speak in English is lack of
confidence. Some of the students keep silent all the time in class. They don't
want to speak English. Even when they know the answer to a simple question,
they hesitate to open their mouths (Doqaruni, 2014). Students' fear of criticism
from those around them and the ineffective teaching strategies used in the
classroom are two factors that contribute to their lack of confidence in speaking.
1
Thus, it is important to facilitate an activity where ESL students can gradually
increase their confidence in speaking English without the teacher‟s restrictions
(Othman & Shuqair, 2013). Developing students‟ speaking skills follows myriads
of strategies and it takes time in enhancing their confidence and motivation to
speak English in the classroom (Cadias, 2018).
The first and perhaps easiest way to increase students‟ confidence in
speaking and communications is to engage them with interesting conversations,
new topics and materials inside and outside of the classroom (Hutchinson, 2019).
Students can freely express their thoughts on a topic they are familiar with or find
interesting. Learners who are confident are more likely to speak up and have the
skills to overcome their fear of public speaking. There are several ways to
increase student confidence, including discussions, spontaneous speaking, an
English-only policy, and many more.
With this knowledge, this study is made to determine and provide additional
information on Students‟ Perception on Effective strategies to enhance their
Confidence.
Research Objectives and Statement of the Problem
This study aimed to determine the Students‟ Perception on Effective
Speaking Strategies to Enhance Confidence of the 3rd year BSED-English
students of PHINMA-Cagayan De Oro College for School Year 2022-2023.
Specifically, this study seeks to answer the following question:
1. What are the respondents‟ perceptions of effective speaking strategies to
enhance confidence?
2
Significance of the Study
This study aimed to show Students‟ Perception on Effective Speaking
Strategies to Enhance Confidence of the 3rd year BSED-English students in
PHINMA-Cagayan De Oro College. This study will be significant to the following:
School Administrators: The result of this study could serve as a baseline data
to improve programs and school advancement pertaining to how to provide
quality and effective education to the learners. It can bring benefits to school
systems as a whole rather than just the students of a single school. But school
leaders need to develop their skills to become involved in matters beyond their
school border.
Curriculum Planner: The result of this study will help them appraise the existing
programs in terms of the students‟ needs and capabilities and make changes as
required. It is beneficial in guiding the student what is the right thing to do so that
they can be able to apply it within themselves.
Students: This study will help the students to enhance their confidence in
speaking the English language. One of the most crucial abilities that the students
acquire is speaking since it enables them to interact with others and convey their
thoughts.
Teachers: This study will help the teachers‟ use effective strategies to enhance
the confidence of the students in speaking English inside the class. The teachers‟
strategies in speaking help the students to boost their confidence in speaking in
front of people.
Parents: This study will help them to guide and support their children to develop
and boost their confidence in speaking. By guiding and supporting their children,
it helps them to get rid of their public speaking anxiety.
Future Researchers: The result of this study can serve as a basis for further
study of strategies on enhancing confidence of speaking English language.
3
Theoretical Framework
This study is anchored by Martin Bygate‟s Theory on Speaking. According
to Martin Bygate‟s Theory on speaking (1972:3), in order to achieve a
communicative goal through speaking, there are two aspects to be considered.
One is knowledge of the language and the other is the skill used in this language.
It is not enough to possess the knowledge of the language, but a speaker of the
language should be able to use it in different situations. Bygate (1987) writes that
oral communication ability is a learners' capacity to engage in conversation with
speakers that demands learners' ability to speak and understand the spoken
discourse. Speaking is a very important part of second language learning.
Another theory that supports this research is Adler‟s theory of self-
confidence. According to psychologist, Alfred Adler, the early experiences of
individuals guide the way they see themselves and the world. As students, we
have only a slice of the big picture, but from it, we develop our self-concept, self-
ideals, and perceptions of the way the world operates. Students naturally
establish faulty views based on the limited information they see, which is why
Adler refers to the beliefs they form in the early years as "basic mistakes."
Students may regard themselves as inherently inferior to others when they are
exposed to negative information at a young age, such as material that is
disparaging of their size, IQ, or value. Their already precarious self- confidence is
damaged. He stated that Children‟s self-confidence is fragile, and when it is
eroded, the basic belief about one thing often generalizes into other areas.
Suppose that a child is made fun of for his hair. He makes the mistake of
believing that because someone made fun of his hair, there is something wrong
with his hair. However, he may soon believe that other aspects of his appearance
are inferior as well. Then he may start thinking that he is ugly. Over time, he may
feel that he lacks value as a human.
Furthermore, another theory that supports our study is Sociocultural
Theory. Sociocultural Theory proposed by Lev Vygotsky (1896-1934)
'systematically synthesizes the motion of culture, development, and learning.
4
The main tenet of this theory is that human action, on both social and
individual planes, is mediated by tools and signs. As explained through the
concept of semiotic mediation: Vygotsky suggests that knowledge is developed
through the use of socially-created psychological tools. Knowledge is not
something that is directly internalized. The notion of semiotic mediation
contributes to our understanding that a student's confidence to speak in English
explored in this study is mediated by the discourse that the participants engaged
in. The engagement in the discourse will help the students to gradually develop
their confidence level to orally use the language. Once they have greater control
of their confidence, the students will no longer feel anxious to use the language
in face-to-face settings.
Moreover, the researchers believe that Speaking is a very important part
of second language learning. The ability to communicate in a second language
clearly and efficiently contributes to the success of the learner in school and their
success later in every phase of life. Therefore, speaking classes should have
more portions. It means that the teacher has to give as much time as possible for
the students to speak. English speaking classes should be developed through
various controlled conversations. Therefore, language training should aim at
designing the Task-based Speaking Activities as “supplementary material” to
develop speaking skills and build confidence in them to face the competition.
5
RESEARCH METHODOLOGY
Scope and Limitation of the Study
This research aimed to determine Students‟ Perception on Effective
Speaking Strategies to Enhance Confidence. A lot of students are intimidated by
speaking in front of others or lack confidence when speaking English. It is one of
the problems that students run into which is another factor contributing to their
anxiety. Further, the teacher will be better able to execute tactics in the
classroom and increase the students‟ confidence in their ability to speak English
by undertaking their perception. The respondents of the study are the 3rd year
BSED-English students. This research will be conducted at the Main Campus of
PHINMA-Cagayan de Oro College, located at Max Y. Suniel Street. This study
will be conducted throughout the Second Semester of the School Year 2022-
2023.
Research Design
This study used a descriptive research design. It aims to determine the
students‟ perception on effective strategies in enhancing their confidence in
speaking English language. Descriptive research describes the characteristics of
the problem, phenomenon, situation, or group under study (Vijayamohan, 2022).
Additionally, it enables researchers to properly study a research‟s background
before moving forward with additional research. In regards to a certain group of
people, it will also assist the researcher in describing, clarifying, or validating
some form of objective. It enables fact analysis and aids in the development of a
thorough comprehension of the research problem.
6
Research Method
This study used a Quantitative method. Quantitative method allows
researchers to gather quantitative information from the participants to determine
students‟ perception on effective speaking strategies in enhancing confidence. It
also allows for a broader study, involving a larger number subjects, and the
researchers were able to gather and determine both statistical analysis and
descriptive data. The researcher used an adapted survey questionnaire such as
Likert Scale to gather the data and to analyze the results of the survey.
Research Instrument
The main instrument used in this study was an adapted survey
questionnaire from the previous research, Speaking Assessments in Multilingual
English Language Teaching by Xenia Ribayan Emperador-Garnace Ph.D. The
respondents were presented a series of Likert-type statements and have
answered through checking the chosen options: not effective, moderately
effective, and highly effective. Through this, the researchers were able to gather
the quantifiable data and determined the students‟ perception on effective
speaking strategies in enhancing confidence in speaking.
Sampling Procedure
To administer the questionnaire, the researchers prepare a consent-letter
asking permission to conduct the study. In administering, the researcher asked
first the permission of the Dean of the Education Department to conduct the
study. The researchers ask permission to Ms. Rasthyl Chavez Borres, ENG 162:
Contemporary, Popular, and Emergent Literature subject teacher of 3rd year
BSED-English students of PHINMA-Cagayan De Oro College that served as
respondents of the study. Researchers also asked consent of the respondents to
allow the researcher to have them as one of the respondents of the study and
also to answer the survey questionnaire.
7
This study used a Non-Probability sampling specifically Convenience
Sampling. The researcher will only get the information from the respondents who
are convenient or available when the survey is being conducted. Additionally,
researchers can subjectively select students who are happy to be approached
and become part of the research.
Data Analysis
This study used descriptive statistics specifically mean and standard
deviation to analyze and interpret the quantitative data taken from the survey. To
study and interpret the data gathered from survey questionnaires, researchers
use the Microsoft Excel to tally the answers of the respondents to get the mean
and standard deviation. Mean is the average of a group of scores and Standard
Deviation has been used to calculate the quantifiable data gathered from the
survey. The computed data will be presented through a table. The scale used in
this study is shown below.
Table 1: Scale used to determine Students‟ Perception on Effective Speaking
Strategies in Enhancing Confidence
Decision Score Mean Range
Highly Effective 3 2.33 to 3.00
Moderately Effective 2 1.67 to 2.33
Not Effective 1 1.00 to 1.66
8
RESULTS AND FINDINGS
This chapter discusses the results and findings of the data gathered from
the 3rd year BSED-English students of PHINMA-Cagayan De Oro College. The
survey questionnaires were answered by 99 out of the 132 students which is the
target number of participants in the study.
Problem 1: What are the respondents‟ perceptions on effective speaking
strategies to enhance confidence?
Table 2: Students‟ Perception on Effective Speaking Strategies to Enhance
Confidence
Speaking Strategies in Enhancing Mean SD Interpretation
Confidence
Asking for and giving information 2.67 0.57 Highly Effective
Discussing teacher and student 2.62 0.62 Highly Effective
feedback
Group discussions 2.61 0.62 Highly Effective
Everyday casual conversations 2.60 0.62 Highly Effective
Communicative group tasks 2.60 0.62 Highly Effective
Informative speeches 2.59 0.55 Highly Effective
Answering philosophical questions 2.29 0.63 Moderately Effective
or reasoning
Asking opinions on social issues 2.40 0.67 Highly Effective
Debates and argumentations 2.43 0.57 Highly Effective
Extemporaneous speeches 2.45 0.58 Highly Effective
Retelling stories and passages 2.48 0.58 Highly Effective
9
Table 2 shows the top 5 highest and top 5 lowest among the statements of
the study “Students‟ Perception on Effective Speaking Strategies to Enhance
Confidence”. The statement “Asking for and giving information” has the highest
mean of 2.67 and standard deviation of 0.57. The second to the highest is the
statement “Discussing teacher and student feedback” with a mean of 2.62 and
standard deviation of 0.62. The third to the highest is the statement “Group
discussions” with a mean of 2.61 and standard deviation of 0.62. The fourth to
the highest is the statement “Everyday casual conversations” with a mean of 2.60
and standard deviation of 0.62. The fifth to the highest is the statement
“Communicative group tasks” with a mean of 2.60 and standard deviation of
0.62. The last to the highest is the statement “Informative speeches” with a mean
of 2.59 and standard deviation of 0.55.
Questions are useful tools, they open lines of communications; give us
information; improve interactions, allow us to propose our own ideas; help to
understand the priorities of others; motivate creativity and more importantly
scientific research, explanations and its applications happen in part through
questions and answers (Neirotti, 2021). In addition, according to Bastola and Hu
(2020), they found that English studies students valued supervisors' feedback as
they thought they themselves might not be able to notice and correct language
problems in their work. Moreover, the group discussion is the right technique in
teaching speaking skills; this technique has advantages used to achieve
communicative skills including the ability to speak (Serena, 2016). Additionally,
as mentioned by Rahayu (2015), to enable students to communicate, we need to
apply the language in real communication. Further, as stated by Shantha and
Mekala (2017), the oral communicative tasks enable the learners to speak
clearly, confidently, and comprehensively, and communicate with others using
appropriate communicative strategies. Finally, Informative speeches provide the
speaker with an opportunity to develop their researching, writing, organizing, and
speaking skills (Bal, 2021).
10
The statement “Answering philosophical questions or reasoning” has the
lowest mean of 2.29 and standard deviation of 0.63. The second to the lowest is
the statement “Asking opinions on social issues” with a mean of 2.40 and
standard deviation of 0.67. The third to the lowest is the statement “Debates and
argumentations” with a mean of 2.43 and standard deviation of 0.57. The fourth
to the lowest is the statement “Extemporaneous speeches” with a mean of 2.45
and standard deviation of 0.58. The fifth to the lowest is the statement “Retelling
stories and passages” with a mean of 2.48 and standard deviation of 0.58.
According to Kukreja (2019), public speaking and communication skills
can be significantly enhanced by understanding some basic philosophical
principles when communicating a message. Moreover, as studied by Connor
(2019), openly discussing issues with young people challenges them to think,
respond, and garner your respect. As they challenge to think and respond, they
can organize their thoughts and can speak up about the said issues. Further, in
El Majidi, de Graaff & Janssen‟s (2018) study, the debaters perceived that
debate improved their speaking skills with a mean of 4.26 on a 5-point Likert
scale. Additionally, according to the study of Assaf and Yunus (2022), it showed
that students found their speaking abilities are improved and developed based on
their experiences in extemporaneous speech. Finally, the retelling method is
beneficial for English listening and speaking teaching, so the students should
actively accept it (Cong, 2017).
11
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings
The results of the study revealed the following findings as the highly effective
strategies:
1. With a mean of 2.67, students perceived as highly effective on “Asking for and
giving information”
2. With a mean of 2.62, students perceived as highly effective on “Discussing
teacher and student feedback”
3. With a mean of 2.61, students perceived as highly effective on “Group
discussions”
4. With a mean of 2.60, students perceived as highly effective on “Everyday
casual conversations” and “Communicative group tasks”
5. With a mean of 2.59, students perceived as highly effective on “Informative
Speeches”
6. With one of the lowest mean of 2.29, students perceived as moderately
effective on “Answering philosophical questions or reasoning”
7. With one of the lowest mean of 2.40, students perceived as highly effective on
“Asking opinions on social issues”
8. With one of the lowest mean of 2.43, students perceived as highly effective on
“Debates and argumentations”
9. With one of the lowest mean of 2.45, students perceived as highly effective on
“Extemporaneous speeches”
10. With one of the lowest mean of 2.48, students perceived as highly effective
on “Retelling stories and passages”
12
Conclusion
Based on the findings presented above, the researchers conclude that the
effective speaking strategies in enhancing students‟ confidence in speaking
include Asking for and giving information, Discussing teacher and student
feedback, Group discussions, Everyday casual conversations, Communicative
group tasks and Informative Speeches.
Recommendation
The researchers offer the following recommendation based on the findings
and the conclusion of the study.
1. Students should know their strengths and weaknesses in terms of their
speaking skills so they know what speaking strategies would help them improve.
2. Teachers should ask students on their perceptions on effective speaking
strategies in enhancing their speaking skills and confidence so teacher‟s method
of teaching would be effective to students.
3. Asking for and giving information is beneficial for students to enhance their
communication skills specifically in speaking.
4. Group discussion helps one another to express their thoughts or exchange
ideas. It also helps students to improve their speaking skills and enhance their
confidence in speaking since other students would give them feedback about
their speaking skills on how they should communicate well.
5. A teacher's feedback helps students improve their speaking skills.
6. Everyday casual conversations as well as communicative group discussion
and Informative Speeches help the students to be comfortable and to have
confidence in speaking English language in front of people.
7. Teachers can use the following speaking strategies; Asking for and giving
information, Discussing teacher and student feedback, Group discussions,
Everyday casual conversations, Communicative group tasks and Informative
Speeches as they are the top 5 highest rated as highly effective in terms of
enhancing student‟s confidence in speaking English language
13
References
Adler, A. Adler’s Theory of Self-Confidence."Relational Genius.
[Link]
Assaf, S., & Yunus, K., (2022). Extemporaneous Speech Engagement among
English Language Major Undergraduates at Al-Quds Open University in
Palestine. Retrieved from
[Link]
Bal, D. (2021). What is an Informative Speech?
Retrieved from [Link]
[Link]
Baygate,M.(1972). Martin Bygate’s Theory on speaking.
Retrieved from [Link]
Learning-PCS5QYJ3XU.
Benyo, A. & Kumar, T. (2020). An analysis of Indian EFL learners’ listening
comprehension errors. Asian ESP Journal. 16(5.2), 69-85.
Cadias, A. (2018). Enhancing Students’ Confidence and Motivation to Speak
English through a 10-Minute Group News Discussion. Retrieved from
[Link]
Cong, W., (2017). The Study of Using Retelling Strategy to Improve College
Students‘ Listening Skill. Retrieved from [Link]
Connor, Julie., (2019). Talking to Teens About Social Issues. Retrieved from
[Link]
Derakshan, A., Khalili, A., & Beheshti, F. (2016). Developing EFL Learners’
Speaking Ability, Accuracy and Fluency. English Language and Literature
Studies, Vol. 6, No. 2.
Doqaruni, V, R. (2014 ). A Quantitative Action Research on Promoting
Confidence in an Foreign Language Classroom: Implications for Second
Language Teachers. i.e.: inquiry in education, 5. Retrieved from
[Link]
14
El Majidi A., de Graaff R., Janssen D. (2018). Students’ perceived effect of in-
class debates in second language learning. The European Journal of
Applied Linguistics and TEFL, 7, 35–57.
Emperador-Garnace, X, R. (2021). Speaking Assessments in Multilingual English
Language Teaching. The Asian EFL Journal Professional, 5. Retrieved
from [Link]
Hutchinson, M. (2019). Developing Self-Confidence in Students Learning English
Listening & Speaking Skills II. Case Study: Students From the Department
of Service Industry and Language Innovation Kasetsart University,
Kamphaeng Saen Campus. Retrieved from [Link]
[Link]/[Link]/svittj/article/view/194659
Kukreja, A., (2019). Why Knowing Basic Philosophy Is Important for Public
Speaking. Retrieved from [Link]
Kumar, T. (2021). Desire to learn, learn to shine’: Idolizing motivation in
enhancing speaking skill among L2 learners. Cypriot Journal of
Educational Science. 16(1), 411-422.
[Link]
Neirotti R. A. (2021). The importance of asking questions and doing things for a
reason. Brazilian journal of cardiovascular surgery, 36(1), I–II.
[Link]
Neupane Bastola, M., and Hu, G. (2020). Supervisory feedback across
disciplines: does it meet students' expectations? Assess. Eval. High.
Educ. doi: 10.1080/02602938.2020.1780562
Rahayu, N., (2015). An Analysis of Students’ Problems in Speaking
English Daily Language Program at Husnul Khotimah Islamic Boarding
School (PDF). Retrieved from
[Link]
Shabani, M. (2013).The effect of background knowledge on speaking ability of
Iranian EFL learners. International SAMANM Journal of Marketing and
Management, 1(1), 25-33.
15
Shantha, S.,& Mekala, S. (2017). The Role of Oral Communicative Tasks (OCT)
in Developing the Spoken Proficiency of Engineering Students. Retrieved
from [Link]
Othman, F., & Shauqair, K. (2013). The Impact of Motivation on English
Language Learning in the Gulf States. International Journal of Higher
Education, Vol. 2, No.4
Serena, W. (2016). The Effectiveness of Group Discussion on Students'
Speaking Skills (PDF). Retrieved from [Link]
Veygotsky,L., Auer, M, E. et al (2018).Teaching and Learning in a Digital World:
Proceedings of the 20th international conference as interactive
Collaborative Learning Volume 1. And Sociocultural Theory. Retrieved
from [Link]
Vijayamohan, P. (2022). Descriptive Research 101: Definition, Methods and
Examples. Retrieved from [Link]
research-101-the-definitive-guide/
16
APPENDICES
Appendix A
17
Appendix B
Appendix C
18
Appendix C
Dear Respondents:
We are research students who are currently enrolled in ENG 163 (Language
Research) subject. We are conducting a study titled, “Enhancing Confidence: Students‟
Perception on Effective Speaking Strategies.” With this, we are inviting you to be one of
our respondents in this research survey. As responsible researchers, we abide with RA
10173 known as Data Privacy Act of 2012, where all personal, private, and/or sensitive
information solicited and disclosed from this survey questionnaire shall be only used for
the study alone. Rest assured that your responses in this instrument will be kept
confidential. Thank you for your valuable responses and time.
- The Researcher
DIRECTION: Rate the following speaking strategies on how you perceive them in
terms of effectiveness using the scale below.
1 = Not Effective 2 = Moderately Effective 3 = Highly Effective
1 2 3
STATEMENTS
1. Answering philosophical questions or
reasoning
2. Asking for and giving information
3. Asking opinions on social issues
4. Communicative group tasks
5. Creating own sentences and dialogues
6. Debates and argumentations
7. Demonstration speeches
8. Discussing teacher and student
feedback
9. English-only policy
10. Everyday casual conversations
19
11. Extemporaneous speeches
12. Group discussions
13. Group oral presentations
14. Impromptu speeches
15. Individual oral presentations
16. Retelling stories and passages
17. Self-assessment (self-monitoring and
evaluation of English-speaking skills via
reflections or rubrics)
18. Informative speeches
19. Open discussion sessions
20
Appendix D
21
Appendix E
22