This study investigated the factors contributing to students’ low confidence in using the English language, focusing on how their background, environment, and emotional experiences influenced their willingness to speak English. Using a qualitative case study approach, researchers gathered student perspectives and analyzed the data thematically, supported by tables. Focusing on three aspects, first, familial roots and parental support were crucial in shaping students’ language confidence, as families often serve as early language models. Second, sociocultural influences including community language practices, peer pressure, cultural identity, and code-switching affected how students used and perceived English. Third, educational background and challenges stood out as the most significant theme. Factors such as limited exposure, teacher influence, academic struggles, and classroom environment were found to shape students’ ability to use English confidently. Many students attributed their low confidence to a lack of speaking opportunities and negative early schooling experiences. Psychological barriers and unsupported learning environments further contributed to their struggles. In response, the researchers proposed an intervention plan aimed at both learners and teachers. It includes learner-centered speaking activities, teacher training workshops, and flexible language learning tools. A post-intervention assessment tool was also developed to measure improvements in confidence, participation, and communication skills. While the researchers designed this plan, they were not involved in its implementation. In conclusion, this study highlights the importance of understanding and addressing learners’ perceptions to improve English language instruction.
Manuel et al. (Wed,) studied this question.