Confidence and formal speech in high school students in english language.

Abstract

Speech delivery in English as a foreign language remains a challenge for high school students in Ecuador. This study aims to assess students’ formal speech performance in EFL and to identify mentoring strategies that may support their improvement. A mixed-method case study was conducted with 37 participants, including 13 students, 11 instructors, 9 parents, and 4 friends. The instruments used were the standardized speech rubric of Peeters et al. (2010), a mentoring survey, and the observation checklist. Students participated in a local English-language speech festival as part of the research process. The findings showed that instructors provide logistical and technical support, meanwhile parents and friends focused on emotional support. In addition, 6 students reached (A) an outstanding level, 6 (B) a good level, and 1 (C) a modest level. The findings suggest that nonverbal skills are influenced by students’ confidence; this can be supported with emotional mentoring, while technical and logistical mentoring may contribute more directly to speech organization and verbal delivery.