engleski

LINGUISTIC SELF-CONFIDENCE AND EFL PROFICIENCY

The focus of this graduation thesis was to underpin the nature of the relationship between linguistic self-confidence of young learners (YL) and the level of their proficiency at the end of their fourth year of learning English as a foreign language (EFL). Assumption existed about a high correlation between lingustic self-confidence of YLs enveloped within the newly assumed EFL identity and their concurrent level of EFL proficiency. The participants of this research study were 43 YLs aged 10/11 years who were in their fourth year of EFL instruction. Both genders were equally respresented in the sample. Research data and instruments from the Early Language Learning in Europe (ELLiE) study (2011) were taken in regard to the specific data profile required. The instruments used were the learner motivation interview, parents' questionnaire and specifically designed reading and listening tasks. Through analysis of provided data a strong connection between linguistic self-confidence and EFL achievement of YLs was noticed, demostrated within certain language skills. However, no conclusive data about a high or low correlation between the two variables was confirmed

linguistic self-confidence; self-concept; EFL proficiency; young learners (YL)

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