Exploring Teachers’ Strategies to Enhance Self-Confidence in Speaking English among Grades IV-VI Learners
Abstract:
This qualitative study explores the strategies employed by elementary teachers to enhance the self-confidence of Grades IV to VI learners in speaking English at Don Pedro Elementary School, Naawan District, Division of Misamis Oriental. Utilizing a narrative inquiry design, the study draws from in-depth interviews with nine teacher participants to uncover pedagogical approaches that contribute to learners’ confidence-building in English oral communication. Thematic analysis of the data revealed four key strategies: positive reinforcement, inclusive activities, skill development, and emotional support. These themes reflect a holistic understanding of how affective and instructional support can nurture learner confidence in second language acquisition. The study offers valuable insights into the connection between classroom strategies and learner self-assurance, contributing to broader discussions on language pedagogy. Furthermore, it provides practical implications for improving English instruction at the elementary level and serves as a foundation for future professional development and research focused on learner confidence in English language learning.
Keywords: confidence-building, elementary learners, English-speaking, narrative inquiry
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