I am a Teaching English to Speakers of Other Languages (TESOL) student at BU. I come from Indonesia with a passion to equip myself with pedagogical skills that will elevate my abilities to teach English as a Foreign Language (EFL). As reflected on https://spectrumapril.wixsite.com/website/post/rani-s-teaching-philosophy , my teaching philosophy remains my guide to becoming a better educator.
Ranking 81st in the English proficiency index survey by English First (EF) in 2022, Indonesia is a country with low proficiency in English skills. As the demand for quality EFL educators grows, I am committed to acquiring credibility and competence to support language education practices in my home country.
My love for teaching has inspired me to dig into the realm of educational research, https://doi.org/10.26618/exposure.v10i1.4940 , and one of my ongoing research projects focuses on The correlation between self-confidence, peer support, and the speaking achievement of Graduate TESOL students at Boston University. Recognizing the increasing challenges EFL learners face in becoming proficient in English, particularly in speaking, I am intrigued by the complexities that graduate TESOL students encounter in developing their English-speaking skills, as they are expected to become competent EFL educators. My motivation also stems from the belief that understanding the factors influencing TESOL students' speaking performance is crucial to improving the quality of education and preparing them to excel as future educators.
It's known that despite rigorous language and teaching skills training at Boston University, graduate TESOL students continue to encounter issues such as limited vocabulary, anxiety when speaking in public, and persistent grammar and pronunciation errors. This research explores the relationship between three key variables: peer interaction, self-confidence, and English-speaking performance among Graduate TESOL students at BU. Peer interaction refers to the frequency and quality of communication and collaborative activities among students within their academic setting, while self-confidence denotes the level of belief and assurance in their language abilities. These two factors will be measured to determine whether they influence a TESOL student's English-Speaking Performance, encompassing aspects such as pronunciation, fluency, grammatical accuracy, vocabulary, and coherent expression of ideas.
Previous studies have shown that peer interaction and self-confidence can influence language learning by providing opportunities for meaningful practice, fostering motivation, and facilitating cultural exchange. Collaborative activities and communication among students within the academic setting can significantly enhance speaking proficiency. (Adams, 2018, p. 4). Self-confidence is also considered a crucial factor in language learning. Self-confidence includes students' perceived competence to speak English fluently and effectively. (Tridinanti, 2018, p. 35). Analyzing combined factors on language proficiency among TESOL students will offer valuable insights into effective pedagogical practices within the growing TESOL program in the world.
Indeed, to make a significant difference in language learning, creating a positive and supportive environment for EFL students is crucial. Relevant research suggests that speaking skills can be enhanced through comprehensive peer interaction and self-confidence-building activities.
Reference
Adams, R. (2018). Enhancing student interaction in the language classroom: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press.
EF Education First. (2022). The world’s largest ranking of countries and regions by English skills: 2022 Edition. Retrieved from https://www.ef.com/wwen/epi/
Sama, G., Ota, M. K., & Siami, G. A. (2021). Student's perception towards the use of Edmodo in learning effective listening in the pandemic COVID-19 period. Exposure: Jurnal Pendidikan Bahasa Inggris, 10(1), 56-64. https://doi.org/10.26618/exposure.v10i1.4940
Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of Undergraduate EFL students of 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
Cheers |G.April
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